Assess ability to analyze short classroom discourse excerpts from secondary STEM lessons to identify patterns of talk (teacher questions, student responses, uptake, recasts, and peer interaction), detect indicators of student misconceptions (persistent incorrect reasoning, fragmented explanations, overgeneralizations, inappropriate procedures), classify the likely misconception type, and recommend targeted formative questioning or instructional moves to remediate them. Scope: brief transcripts or coded dialogue snippets from secondary math or science contexts; emphasize analytic justification grounded in discourse evidence and practical follow-up strategies for teachers.