Several thoughts:
Our DS7 uses online courses which have available humans that we generally don't make use of. Be careful what you wish for with their feedback/grading. Their cursory "yep, he knows what he's doing, 100%" may be far better that one alternative which is that a rubric using grader pedantically insists that a specific detailed method be used, giving failing grades to students who knows what they're doing but don't precisely follow the prescribed recipe.
DS7 will have to occasionally submit written solutions to the human for his pre-algebra (gr 7) course he just started, and while we'd like to get feedback and constructive criticism about how his writing efforts live up to the expectations for the regular aged students, so we can work on it if necessary, I don't want them to say "this kid's writing like a 7 year old- FAIL!"
When accelerated in a class where the student is precocious in maths but not so much in writing, you want to figure out the right compromise where the writing expectations are not unrealistic, but nevertheless there are expectations of whatever improvement is reasonable.
(I have more to say but I'll continue later.)
