{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/take-a-cold-baseline-before-allocating-study-hours",
  "id": "MHC-D-RESEARCH-0792",
  "version": "0.1.0",
  "title": "Take a cold baseline before allocating study hours",
  "summary": "Measure the gap before feeding it.",
  "kind": "protocol",
  "body": "Attempt a short representative set without notes before deep review. Score what you can retrieve or perform, where you hesitate and what kind of error appears. Use the result to allocate effort. A baseline is diagnostic; it is not a verdict on your final level.",
  "limits": [
    "A tiny baseline can be noisy. Sample across the important task types and avoid turning one bad session into a global ability judgment."
  ],
  "topics": [
    "union-assessment-preparation-design"
  ],
  "intents": [],
  "source_ids": [
    "RS-678BDDBBF0B9AA85",
    "RS-B302141D0A1BEE9E"
  ],
  "evidence": [
    {
      "claim": "A meta-analysis found practice testing generally improved learning relative to restudying and other non-testing comparison conditions.",
      "source_id": "RS-678BDDBBF0B9AA85",
      "role": "supports",
      "note": "Effects were moderated by test features, participants, outcomes and study design.",
      "locator": "Abstract"
    },
    {
      "claim": "Metacognitive and self-regulated learning approaches explicitly separate planning, monitoring and evaluation rather than treating study time alone as progress.",
      "source_id": "RS-B302141D0A1BEE9E",
      "role": "supports",
      "note": "The evidence base is largely educational; adult professional assessment contexts may differ.",
      "locator": "Toolkit overview"
    }
  ],
  "use_when": [
    "You are about to divide limited preparation time based mostly on confidence, interest or how much material exists."
  ],
  "avoid_when": [
    "A tiny baseline can be noisy. Sample across the important task types and avoid turning one bad session into a global ability judgment."
  ],
  "example": "Before rereading architecture notes, answer six mixed design questions and deliver one case explanation from memory.",
  "check": "The first preparation plan differs in at least one place because of observed baseline performance.",
  "steps": [
    "Choose a small representative sample across the main criteria.",
    "Attempt it without notes or AI help.",
    "Mark correct, partial, wrong and unable-to-start responses.",
    "Record the error type, not only the score.",
    "Use the pattern to change the first week of preparation."
  ],
  "sources": [
    {
      "id": "RS-678BDDBBF0B9AA85",
      "title": "Rethinking the Use of Tests: A Meta-Analysis of Practice Testing",
      "url": "https://journals.sagepub.com/doi/10.3102/0034654316689306"
    },
    {
      "id": "RS-B302141D0A1BEE9E",
      "title": "Metacognition and self-regulation",
      "url": "https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-0792",
      "to": "MHC-D-RESEARCH-0793",
      "type": "use_before",
      "url": "/knowledge/allocate-preparation-by-weighted-gaps-not-by-comfort"
    }
  ],
  "collections": [
    {
      "id": "RC-87ADE7B5396D6574",
      "title": "Prepare for the assessment you will actually face",
      "url": "/collections/prepare-for-the-assessment-you-will-actually-face"
    }
  ]
}