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

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>