Proof standard
Assisted performance, unassisted transfer, correction, explanation, accessible use, intended-reader outcome, and later retention are measured separately.
Educators and accessibility leads
Measure learning, transfer, and access—not completion alone.
For teachers, curriculum designers, accessibility researchers, and teams responsible for whether intended people can understand and use the result.
Decision to support
What should learners still practice unassisted, and whose devices, access paths, comprehension, and later transfer are represented?
Working output
A learning and access plan naming what may be assisted, what must be practiced independently, and whose outcomes will be observed over time.
Composed research
5 source sections, assembled for this decision.
These are the original sections from the visual research experiences, not summaries or reference cards. Expand each step to read it here, or open its stable page for direct linking.
01 · LearningHuman capabilityWhich skill is assistance actually changing?
Separate assisted completion from unassisted transfer and later retention.
Open this section as its own page →02 · Human evidenceCreator experienceHow does assistance change the full creator workflow?
Observe what reasoning, correction, and collaboration the learner still performs.
Open this section as its own page →03 · Human evidenceReader experienceWhat happens when the audience encounters the delivered claim?
Measure access, comprehension, confidence, and consequence for intended people.
Open this section as its own page →04 · ContextContext-specific idealsHow do release gates change while the scorecard stays fixed?
Define endpoints for the actual devices, languages, access paths, and stakes.
Open this section as its own page →05 · EvidenceEvidence ladderWhich meaning of works has actually been observed?
Keep task completion, learning, accessibility, and downstream use from collapsing together.
Open this section as its own page →Ask before acting
Three questions that keep the route honest.
- 01
What must learners still explain, critique, correct, and perform without assistance?
- 02
Which devices, languages, disabilities, access paths, and reader contexts are represented?
- 03
When will transfer and retention be rechecked after the assisted task is over?
Focused analysis
Complete arguments to keep nearby.
- Learning when AI can make the chartA teaching strategy centered on reasoning, critique, correction, and transfer.
- Human skills and banked gainsSeparate mechanical work from capabilities that become more consequential.
Named evidence
Reference pages connected to this route.
- ChartQAProA realistic chart question-answering benchmark with conversational, hypothetical, fact-checking, and unanswerable cases.
- POLYCHARTQA: multilingual chart QAA multilingual chart-question-answering benchmark distinct from the similarly named multi-chart scientific-figure dataset.
- MM-JudgeBenchA multilingual pairwise-preference benchmark for multimodal judges that includes a chart-centric subset.