{
  "example_id": "SGD1-001",
  "sample_label": "Sample answer we recorded / wrote for this example",
  "scored_at": "2026-10-18T11:09:44+11:00",
  "method": "Local recognition supplied to the real scoring code; live recognition differs.",
  "result": {
    "type": "sgd",
    "total": 90,
    "traits": {
      "content": 90,
      "pronunciation": null,
      "fluency": 90
    },
    "rubric": {
      "content": {
        "points": 5,
        "max": 5
      },
      "pronunciation": {
        "points": null,
        "max": 5
      },
      "fluency": {
        "points": 5.0,
        "max": 5
      }
    },
    "estimated_traits": [],
    "notes": [
      {
        "kind": "good",
        "code": "key_point_covered",
        "data": {
          "point": "topic: recording lectures and optional attendance"
        }
      },
      {
        "kind": "good",
        "code": "key_point_covered",
        "data": {
          "point": "Priya: part-time workers study efficiently from recordings"
        }
      },
      {
        "kind": "good",
        "code": "key_point_covered",
        "data": {
          "point": "Tomas: recording caused attendance drop and monologues"
        }
      },
      {
        "kind": "good",
        "code": "key_point_covered",
        "data": {
          "point": "Amara: equity for disabled and caring students"
        }
      },
      {
        "kind": "good",
        "code": "key_point_covered",
        "data": {
          "point": "outcome: record content plus flexible compulsory workshops"
        }
      },
      {
        "kind": "good",
        "code": "good_pace",
        "data": {
          "wpm": 141,
          "syllables_per_second": 4.72
        }
      }
    ],
    "transcript": "The three students discussed whether lectures should be recorded and attendance made optional. Priya supported full recording because students who work part-time can study more efficiently from recordings. Thomas was concerned that recording had emptied his department's lectures and turned them into monologues, so he preferred keeping live sessions interactive. Amara focused on equity, arguing that students with disabilities or caring duties depend on recordings. Thomas eventually agreed recording should stay and suggested recording content while adding compulsory workshops which Amara accepted if they were flexibly scheduled.",
    "fluency_stats": {
      "wpm": 141,
      "syllables_per_second": 4.72,
      "speech_seconds": 37.52,
      "long_pauses": 0,
      "pauses": [],
      "fillers": 0,
      "repetitions": 0,
      "timing": "word"
    },
    "low_confidence": false,
    "engine": {
      "estimated": true,
      "version": "2026-10-09"
    }
  }
}