The Theoretical Foundation of Socratic Tests: Dynamic, Multimodal, Conversational Examinations

Abstract:Traditional static assessments rely on a subtractive, deficit-based grading model that often penalizes ambition and obscures diagnostic feedback. Conversely, traditional face-to-face oral examinations introduce severe construct-irrelevant variance by exacerbating performative anxiety and the sociological power imbalances inherent to academic hierarchies. This paper presents the theoretical foundation for the "Socratic Test," an automated, computer-mediated conversational assessment. By integrating Dynamic Assessment principles, multimodal workspaces, Bloom's Taxonomy for real-time proctoring, and the SOLO Taxonomy for structural evaluation, the Socratic Test actively maps a student's cognitive boundaries. This paper formalizes the use of graduated scaffolding to quantify the Zone of Proximal Development (ZPD) and details a non-compensatory, additive grading architecture that prioritizes mastery over penalty and human-AI alignment to ensure unprecedented measurement reliability.

Computers and Society (cs.CY); Artificial Intelligence (cs.AI); Human-Computer Interaction (cs.HC)

arXiv:2607.29624 [cs.CY]

(or arXiv:2607.29624v1 [cs.CY] for this version)

https://doi.org/10.48550/arXiv.2607.29624 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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