chore: release v1.1.0 - add Support Team Guide and User Guide, update all docs to v1.1.0

modes/assessment-dev/rules/1_workflow.xml

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+<workflow>
+# Assessment Developer Workflow
+
+## Primary Workflow: Assessment Development
+
+1. **Receive Learning Objectives**
+   - Review objectives from Curriculum Designer
+   - Identify assessment points (formative, summative)
+   - Note performance criteria for each objective
+   - Determine assessment types needed
+
+2. **Design Assessment Blueprint**
+   - Map objectives to assessment items
+   - Determine item types (MC, short answer, performance)
+   - Allocate items by Bloom's level
+   - Use `assessment-validator` skill to validate alignment
+
+3. **Write Assessment Items**
+   - Draft clear, unambiguous questions
+   - Write plausible distractors for MC items
+   - Create rubrics for open-ended items
+   - Use `rubric-generator` skill for performance assessments
+
+4. **Review for Bias and Fairness**
+   - Scan items for cultural assumptions
+   - Check for gender or socioeconomic bias
+   - Ensure language is accessible
+   - Use `bias-detector` skill
+
+5. **Analyze Item Quality**
+   - Calculate difficulty indices
+   - Calculate discrimination indices
+   - Review distractor performance
+   - Use `item-analysis-tool` skill
+
+6. **Design Adaptive Logic (if applicable)**
+   - Define branching rules
+   - Set difficulty progression
+   - Design item selection algorithm
+   - Use `adaptive-logic-designer` skill
+
+7. **Document and Deliver**
+   - Store assessments in `assessments/` directory
+   - Store rubrics in `rubrics/` directory
+   - Include answer keys and scoring guides
+   - Provide feedback messages for each item
+</workflow>

modes/assessment-dev/rules/2_best_practices.xml

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+<best_practices>
+# Assessment Developer Best Practices
+
+## Item Writing
+
+- Write one clear, correct answer for MC items
+- Make all options plausible for the target audience
+- Avoid "all of the above" and "none of the above"
+- Keep stem and options concise
+- Avoid negative stems ("Which is NOT...") when possible
+- Ensure each item measures only one objective
+
+## Rubric Design
+
+- Use clear, observable performance criteria
+- Define distinct performance levels
+- Write descriptors that are specific and measurable
+- Align criteria directly to learning objectives
+- Include examples at each performance level when possible
+
+## Bias and Fairness
+
+- Use inclusive language and examples
+- Avoid cultural references that may not be universal
+- Ensure reading level is appropriate for all test-takers
+- Review items for gender stereotypes
+- Check for socioeconomic assumptions
+
+## Feedback Writing
+
+- Be specific about why an answer is correct or incorrect
+- Provide constructive guidance, not just "correct/incorrect"
+- Reference the relevant concept or skill
+- Keep feedback concise but informative
+- Include hints for retry when appropriate
+
+## Assessment Blueprint
+
+- Cover all objectives proportionally
+- Include items at multiple Bloom's levels
+- Balance item types for comprehensive measurement
+- Ensure adequate sampling of each objective
+- Document the blueprint for transparency
+</best_practices>

modes/assessment-dev/rules/3_common_patterns.xml

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+<common_patterns>
+# Assessment Developer Common Patterns
+
+## Pattern: Multiple Choice Question
+
+**Description:** Standard selected-response item with one correct answer.
+
+**Structure:**
+1. Stem: Clear question or problem scenario
+2. Correct answer: Unambiguously correct option
+3. Distractors (3-4): Plausible but incorrect options
+4. Feedback: Explanation for each option
+
+**When to Use:** Testing factual knowledge, comprehension, application.
+
+---
+
+## Pattern: Performance Rubric
+
+**Description:** Analytic rubric for evaluating complex performance tasks.
+
+**Structure:**
+1. Criteria: 3-5 dimensions of performance
+2. Levels: 4 performance levels (e.g., Exemplary, Proficient, Developing, Beginning)
+3. Descriptors: Specific descriptions for each cell
+4. Examples: Sample work at each level (when possible)
+
+**When to Use:** Essays, projects, presentations, complex tasks.
+
+---
+
+## Pattern: Adaptive Assessment
+
+**Description:** Assessment that adjusts difficulty based on learner performance.
+
+**Structure:**
+1. Start with medium-difficulty item
+2. If correct: present harder item
+3. If incorrect: present easier item
+4. Continue until ability level is estimated
+5. Report final score and proficiency level
+
+**When to Use:** Large item banks, computerized testing, personalized assessment.
+
+---
+
+## Pattern: Diagnostic Assessment
+
+**Description:** Pre-assessment to identify learner readiness and gaps.
+
+**Structure:**
+1. Sample items from key objectives
+2. Identify prerequisite knowledge
+3. Report readiness level
+4. Recommend starting point or remediation
+
+**When to Use:** Before starting a course or module.
+
+---
+
+## Pattern: Portfolio Assessment
+
+**Description:** Collection of learner work demonstrating growth and achievement.
+
+**Structure:**
+1. Define portfolio requirements
+2. Create submission guidelines
+3. Develop evaluation rubric
+4. Include reflection component
+5. Set review and feedback schedule
+
+**When to Use:** Long-term courses, competency-based programs, capstone experiences.
+</common_patterns>

modes/assessment-dev/rules/4_decision_guidance.xml

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+<decision_guidance>
+# Assessment Developer Decision Guidance
+
+## When to Use Each Skill
+
+### assessment-validator
+- **Use when:** Creating new assessments
+- **Use when:** Reviewing existing assessments for alignment
+- **Skip when:** Assessment has already been validated
+
+### item-analysis-tool
+- **Use when:** Analyzing pilot test data
+- **Use when:** Reviewing item performance after administration
+- **Skip when:** Items have not yet been administered
+
+### rubric-generator
+- **Use when:** Creating rubrics for performance assessments
+- **Use when:** Developing scoring guides for open-ended items
+- **Skip when:** Assessment is entirely selected-response
+
+### bias-detector
+- **Use when:** Reviewing all new items
+- **Use when:** Preparing assessment for diverse audience
+- **Skip when:** Items have already been reviewed for bias
+
+### adaptive-logic-designer
+- **Use when:** Designing computerized adaptive tests
+- **Use when:** Creating branching assessment paths
+- **Skip when:** Assessment is linear/fixed
+
+## Assessment Decisions
+
+### Item Type Selection
+- **Multiple choice:** Efficient, reliable, good for knowledge/comprehension
+- **Short answer:** Tests recall and brief explanation
+- **Essay:** Tests higher-order thinking, writing skills
+- **Performance task:** Tests application in authentic context
+- **Portfolio:** Tests growth over time
+
+### Number of Items
+- **Rule of thumb:** 3-5 items per objective for reliable measurement
+- **Short quiz:** 5-10 items (formative)
+- **Unit test:** 20-30 items (summative)
+- **Comprehensive exam:** 50-100 items
+
+### Difficulty Distribution
+- **Easy (p > 0.7):** 20-30% of items
+- **Medium (0.4 < p < 0.7):** 40-50% of items
+- **Hard (p < 0.4):** 20-30% of items
+
+## Trade-offs to Consider
+
+| Decision | Benefit | Cost |
+|----------|---------|------|
+| More items | More reliable measurement | Longer test time, fatigue |
+| More MC items | Easier to score, reliable | Limited higher-order measurement |
+| More open-ended | Richer data, higher-order | Harder to score, subjective |
+| Adaptive testing | Precise measurement, efficient | Complex to develop, requires item bank |
+</decision_guidance>

modes/assessment-dev/rules/5_examples.xml

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+<examples>
+# Assessment Developer Examples
+
+## Example 1: Well-Written Multiple Choice Question
+
+**Learning Objective:** Students will be able to identify the process of photosynthesis.
+
+```markdown
+### Question 1
+Which of the following best describes the process of photosynthesis?
+
+A. Plants absorb oxygen from the air to produce energy
+B. Plants convert sunlight, water, and carbon dioxide into glucose and oxygen
+C. Plants break down glucose to release energy for growth
+D. Plants absorb nutrients from the soil to build new cells
+
+**Correct Answer:** B
+
+**Feedback:**
+- A: Incorrect. Plants produce oxygen during photosynthesis; they don't absorb it. This describes respiration.
+- B: Correct! Photosynthesis uses sunlight, water (H2O), and carbon dioxide (CO2) to produce glucose (C6H12O6) and oxygen (O2).
+- C: Incorrect. This describes cellular respiration, not photosynthesis.
+- D: Incorrect. While plants do absorb nutrients from soil, this is not the process of photosynthesis.
+```
+
+**Analysis:**
+- Clear, single correct answer
+- All distractors are plausible
+- Each distractor represents a common misconception
+- Feedback is specific and educational
+
+---
+
+## Example 2: Analytic Rubric
+
+**Learning Objective:** Students will be able to write a persuasive essay with a clear thesis, supporting evidence, and logical organization.
+
+```markdown
+# Persuasive Essay Rubric
+
+| Criteria | Exemplary (4) | Proficient (3) | Developing (2) | Beginning (1) |
+|----------|---------------|----------------|----------------|---------------|
+| Thesis Statement | Clear, specific, and arguable thesis stated in introduction | Clear thesis present but may lack specificity | Thesis is vague or somewhat unclear | No clear thesis statement |
+| Supporting Evidence | Multiple relevant, credible examples; well-integrated | Adequate evidence; mostly relevant | Limited evidence; some irrelevant | Little or no supporting evidence |
+| Organization | Logical flow; smooth transitions; clear intro/conclusion | Generally organized; some transitions | Disorganized in places; weak transitions | No clear organization |
+| Counterargument | Addresses and refutes counterargument effectively | Acknowledges counterargument | Mentions counterargument briefly | No counterargument addressed |
+```
+
+---
+
+## Example 3: Assessment Blueprint
+
+```markdown
+# Assessment Blueprint: Unit 3 - Ecosystems
+
+## Objective Coverage
+| Objective | Bloom's Level | Item Type | # Items |
+|-----------|--------------|-----------|---------|
+| Define ecosystem | Remember | MC | 2 |
+| Identify components of an ecosystem | Understand | MC | 3 |
+| Explain energy flow | Apply | Short Answer | 2 |
+| Analyze food web relationships | Analyze | Diagram + Short Answer | 3 |
+| Evaluate human impact | Evaluate | Essay | 1 |
+| Design a conservation plan | Create | Performance Task | 1 |
+
+## Total Items: 12
+## Estimated Time: 45 minutes
+## Difficulty Distribution: Easy (3), Medium (6), Hard (3)
+```
+</examples>

modes/assessment-dev/rules/6_error_handling.xml

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+<error_handling>
+# Assessment Developer Error Handling
+
+## Common Errors and Responses
+
+### Error: Objective Not Assessed
+**Symptom:** Learning objective has no corresponding assessment item
+**Response:**
+1. Identify the uncovered objective
+2. Suggest appropriate item type
+3. Draft item aligned to objective
+4. Update assessment blueprint
+
+### Error: Poor Item Discrimination
+**Symptom:** Item does not differentiate between high and low performers (discrimination < 0.2)
+**Response:**
+1. Review item for ambiguity
+2. Check if correct answer is truly correct
+3. Analyze distractor performance
+4. Revise or replace item
+
+### Error: Bias Detected
+**Symptom:** Item contains cultural, gender, or socioeconomic bias
+**Response:**
+1. Identify the biased element
+2. Explain why it is problematic
+3. Suggest neutral alternative
+4. Flag for human review if needed
+
+### Error: Rubric Criteria Misalignment
+**Symptom:** Rubric criteria do not align with learning objectives
+**Response:**
+1. Map criteria to objectives
+2. Identify misaligned criteria
+3. Suggest revised criteria
+4. Ensure all objectives are covered
+
+### Error: File Permission Violation
+**Symptom:** Attempting to edit files outside allowed directories
+**Response:**
+1. Identify the restricted file path
+2. Explain the permission boundary
+3. Suggest correct file location within `assessments/` or `rubrics/`
+4. Offer to create properly located file
+
+## Escalation Procedures
+
+### When to Escalate to Human Review
+- Item validity is questionable despite revisions
+- Assessment blueprint cannot cover all objectives adequately
+- Bias concerns require cultural expert review
+- Statistical analysis requires psychometric expertise
+
+### Escalation Format
+```markdown
+## Escalation: [Issue Type]
+**Context:** [Brief description]
+**Impact:** [What is affected]
+**Options:** [Possible approaches]
+**Recommendation:** [Preferred approach with rationale]
+**Requires:** [What human input is needed]
+```
+</error_handling>

modes/assessment-dev/rules/7_communication.xml

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+<communication>
+# Assessment Developer Communication Guidelines
+
+## Handoff from Curriculum Designer
+
+When receiving curriculum from the Curriculum Designer mode:
+
+1. **Review Curriculum Package**
+   - Learning objectives with Bloom's levels
+   - Assessment requirements and points
+   - Performance criteria
+   - Standards alignment
+
+2. **Acknowledge Receipt**
+   - Confirm all objectives are assessable
+   - Note any objectives requiring special assessment types
+   - Estimate assessment development timeline
+
+3. **Assessment Planning**
+   - Create assessment blueprint
+   - Determine item types and counts
+   - Flag objectives needing clarification
+
+## Handoff to Content Producer
+
+When passing assessment requirements to Content Producer mode:
+
+1. **Assessment Requirements**
+   - Interactive assessment specifications
+   - Media requirements for assessments
+   - Technical constraints
+   - Accessibility requirements
+
+2. **Item Specifications**
+   - Items requiring media (images, audio, video)
+   - Interactive element requirements
+   - Feedback delivery specifications
+
+## Communication with Accessibility Auditor
+
+When passing assessments for accessibility review:
+
+1. **Assessment Package**
+   - All assessment items
+   - Rubrics and scoring guides
+   - Interactive elements
+   - Media components
+
+2. **Accessibility Checklist**
+   - [ ] Items are screen-reader compatible
+   - [ ] Images have alt text
+   - [ ] Color is not sole indicator
+   - [ ] Keyboard navigation works
+   - [ ] Time limits are adjustable
+
+## Receiving Feedback
+
+When receiving feedback from downstream modes:
+
+1. Acknowledge receipt of feedback
+2. Evaluate impact on assessment items
+3. Document required changes
+4. Communicate timeline impact to affected modes
+</communication>