The checkpoint: retrieval, not recognition

A concept can feel learned and still not be yours. Recognising the right answer in a list is easy; producing the form from nothing is the test that predicts whether it survives in real speech. That difference — retrieval versus recognition — is why this checkpoint exists.

Every three to five completed lessons, a short, low-stakes assessment asks you to recall and produce exactly the rules and terms those lessons introduced. Nothing older, nothing you have not seen — just the recent window.

The stakes are honest but real:

• Pass — the sequence advances. Most of the window consolidated; keep moving.
• Every weak concept, pass or not — flagged for re-teach, and its reminder cards return to the front of your daily deck. Never move on over a shaky checkpoint: a wobble caught this week costs ten minutes, the same wobble found at the mock costs the exam. That promise is kept by re-queueing the wobble, not by failing the whole run over it — so one slip in six does not send you back over five concepts you produced correctly.
• Enough weak concepts — the sequence holds until the window is retaken.

What is being graded is the concept, not your spelling of it. A missing accent or a dropped article on an otherwise correct answer counts as produced: the near-miss is logged as a habit in your error profile — which is what brings the matching rule card back — rather than marked wrong. Where the accent is the answer, it is required.

Checking your window...