To serve us well, it should afford practice that enhances students' self-assessment and feedback capacities, not to mention their requisite reading/writing/speaking know-how. I envision this document inching us towards a more collaborative stance on grading. (I've changed student names because that felt like the right thing to do.)
Exchanges like this strike me as meaningful for pedagogy generally and direct instruction specifically. I'm still trying to put my finger on that meaning. Sure, Stu asks a crux question; Misty wants to belong; and Ann shows admirable initiative, but should cite sources better -- and may still not know what she's parroting! Among the bigger fish that seem worth frying is how, in the worthiest learning, application ought to trump recall.
What do you see looking through this slice-lens?