Introduction: Learning analytics models commonly produce predictive scores without specifying how uncertainty should inform prioritization when review capacity is limited. Methods: This study developed a reproducible methodological workflow integrating predictive benchmarking, global and normalized adaptive split conformal calibration, hypothetical capacity-constrained Top- K screening, threshold-relative analytical routing, and deterministic audit recording. The workflow was evaluated on a public synthetic student performance benchmark containing 6,607 records, 19 mixed-type predictors, and one numerical examination score outcome. Seven regression models were compared over five repeated 60%/20%/20% train-calibration-test partitions. Results: Regularized linear regression produced the most favorable observed mean performance, with a mean absolute error of 0.502 ± 0.016, a root mean squared error of 2.104 ± 0.149, a coefficient of determination of 0.713 ± 0.030, and a Spearman correlation of 0.976 ± 0.003. Global and adaptive conformal procedures both achieved complete-test empirical marginal coverage close to the nominal 90% level. Across all seven models, adaptive calibration generated record-varying intervals, reduced mean interval width and interval score, increased the mean split-wise minimum coverage across the examined encoded categories, and reduced mean coverage disparity, although several category-level estimates remained below 0.90. The common radius used by global calibration preserved the point-prediction rankings, whereas adaptive scores changed Top- K membership. However, the resulting changes in Precision@ K , Capture@ K , and FN@ K were numerically small at the reported precision and showed no consistent screening advantage. Training-quantile-derived robustness analyses supported the same interpretation. Discussion: Within this synthetic benchmark, adaptive calibration contributed primarily through uncertainty differentiation and interval efficiency rather than improved retrospective screening utility. The study demonstrated computational reproducibility and record-level traceability; it did not validate real student screening, establish category- or selection-conditional coverage, or support automated or causal intervention decisions.