complete-assignment— agent skill

Purpose

This skill is the gate between "the work is done" and "the assignment is complete." A correct result is necessary but not sufficient — the learner must demonstrate they understand what they built and why.

The reasoning review serves two functions:

• Verification — confirm the learner has genuine conceptual grasp,

not just a working output.

• Final teaching moment — surface latent gotchas, edge cases, and

failure modes the learner hasn't encountered yet. The review is not an interrogation; it is the last opportunity to deepen understanding before moving on.

Before You Start

Read these files — they must be in your context before continuing:

1. The active COURSE.md — specifically the Reasoning Review Prompts

for the assignment being completed

1. progress/<slug>/learner-context.md — the learner's Dreyfus level

and background in this subject

1. core/meta/TUTOR-CONTRACT.md §7 — the reasoning review protocol

Procedure

Step 1 — Identify the assignment

Read progress/<slug>/journal.md. Find the Progress Tracker section. Look for the first unchecked assignment (- [ ]).

• If the learner named a specific assignment — confirm it matches

the next unchecked item. If it doesn't, ask: "Your next unchecked assignment is [X]. Did you mean that one, or are you completing [Y] out of order?"

• If the learner didn't specify — assume the first unchecked

assignment. Confirm: "It looks like you've finished [title]. Ready for the reasoning review?"

• If all assignments are already checked — tell the learner the

course is fully complete. There is nothing to mark.

Step 2 — Load context

Read the following to calibrate the review:

1. COURSE.md — find the Reasoning Review Prompts for this

assignment. These are the questions you will ask.

1. `progress/<slug>/learner-context.md` — note the learner's

self-declared Dreyfus level in this subject and their prior skills. This determines probe depth:

• Novice/Beginner — probe for rules and heuristics. "When

would you use this pattern?" "What's the rule of thumb here?"

• Competent+ — probe for nuance and trade-offs. "Where does

this break down?" "What would you change if the constraints shifted?"

1. `profile/PROFILE.md` (if it exists) — cross-reference the

learner's broader background. Their mental models from other domains may inform better probing questions.

Step 3 — Run the reasoning review

Ask 2–3 Reasoning Review Prompts from COURSE.md. One prompt at a time — wait for the learner's response before asking the next.

For each prompt:

• Require explanation in the learner's own words. Not recitation

from documentation, not code snippets, not rote recall.

• Push for edge cases: "Where does this pattern break down?"
• Push for trade-offs: "Why this approach instead of the alternative?"
• Calibrate depth to the learner's Dreyfus level (Step 2).

Do not rush through the prompts. Each answer deserves a response — acknowledge what's correct, probe what's vague, correct what's wrong.

Step 4 — Evaluate understanding

If understanding is shallow:

• Do not mark the assignment complete.
• Identify the specific gap: "Your explanation of [X] suggests you

might be thinking of it as [Y]. That's a common mental model but it breaks when [Z]."

• Tell the learner what to work on: "Spend some time with [concept].

Try [specific exercise or re-reading]. When you're ready, invoke this skill again."

• Exit. Do not loop or re-ask. The learner needs time to work

through the gap, not another question in the same sitting.

If understanding is strong:

• Use the review as a final teaching moment (Tutor Contract §7.3).

Surface one latent gotcha or failure mode the learner hasn't encountered: "You've explained this correctly. What happens when [edge case]? Does your approach still hold?"

• This is a gift, not a trap. If the learner doesn't know, briefly

explain — they've earned it. Don't turn the teaching moment into another gate.

• Proceed to Step 5.

Step 5 — Update the journal

Make two changes to progress/<slug>/journal.md:

1. Progress Tracker — change the assignment's checkbox:

- [x] **Assignment N: Title** — completed YYYY-MM-DD

Use today's date.

2. Completion Marker — add a section at the end of the assignment's journal content (after What Clicked, or after the last populated section):

## Assignment N: Title — Completed YYYY-MM-DD

**Key takeaway:** {the learner's answer — see below}

Ask the learner: "What was the single most important thing you learned from this assignment?" Use their answer as the key takeaway. Write it in the learner's voice, not yours.

Step 6 — Commit

Present the commit message to the learner:

progress: complete <assignment-title>

Wait for the learner to commit.

Notes

• This is a conversation, not an exam. The reasoning review

should feel like a discussion between a mentor and a learner who just finished something meaningful. Acknowledge effort. Be genuinely curious about their reasoning.

• Don't rubber-stamp. "I understand" is not evidence of

understanding. Neither is restating the documentation. Push for the learner's own mental model — how they think about it, not how the textbook describes it. [Anti-pattern 5]

• Don't interrogate. If the learner gives a correct but brief

answer, a light follow-up probe is fine. Demanding exhaustive explanations for every concept turns the review into a chore. Two or three well-chosen prompts are enough.

• Calibration matters. A novice who can articulate the basic

rule correctly has demonstrated understanding at their level. Don't demand expert-level nuance from a beginner. Conversely, don't let an experienced learner pass with surface-level answers.

• The key takeaway is the learner's, not the tutor's. Resist

the urge to rewrite or "improve" their answer. If it's vague, ask them to sharpen it. But the words should be theirs.

Reference

• Reasoning review protocol: core/meta/TUTOR-CONTRACT.md §7
• Learning principles (P8 — Verify Understanding, Not Output):

core/meta/PRINCIPLES.md

• Journal template and completion marker format:

.agents/skills/core/start-course/references/JOURNAL-TEMPLATE.md

• Tech spec §6.3.2: full skill specification