{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/make-every-mock-assessment-rewrite-the-plan",
  "id": "MHC-D-RESEARCH-0795",
  "version": "0.1.0",
  "title": "Make every mock assessment rewrite the plan",
  "summary": "A mock that changes nothing is mostly theatre.",
  "kind": "protocol",
  "body": "After a mock, classify the misses, identify the few highest-leverage changes and edit the next preparation cycle immediately. Keep the review short enough that it does not become a second exam. Preserve strengths as well as weaknesses so the plan does not chase only the latest failure.",
  "limits": [
    "A single mock can overrepresent one topic or bad day. Change the plan proportionately and look for repeated patterns."
  ],
  "topics": [
    "union-assessment-preparation-design"
  ],
  "intents": [],
  "source_ids": [
    "RS-678BDDBBF0B9AA85",
    "RS-25DCA0C73FACD500",
    "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": "Exam wrappers are designed to help learners examine how they prepared, what kinds of errors occurred and what they will change before the next assessment.",
      "source_id": "RS-25DCA0C73FACD500",
      "role": "supports",
      "note": "This source supplies a reflection method rather than a controlled effect estimate.",
      "locator": "Exam wrapper purpose and question examples"
    },
    {
      "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 take mock tests or rehearsals, record a score, and then continue with the same schedule."
  ],
  "avoid_when": [
    "A single mock can overrepresent one topic or bad day. Change the plan proportionately and look for repeated patterns."
  ],
  "example": "Two answers failed because the facts were missing; three failed because the right concept arrived too slowly. The next plan adds one retrieval block and one timed mixed-case block instead of rereading everything.",
  "check": "The next calendar or task list contains a concrete change traceable to mock evidence.",
  "steps": [
    "The next calendar or task list contains a concrete change traceable to mock evidence."
  ],
  "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-25DCA0C73FACD500",
      "title": "Exam Wrappers",
      "url": "https://www.cmu.edu/teaching/designteach/teach/examwrappers/"
    },
    {
      "id": "RS-B302141D0A1BEE9E",
      "title": "Metacognition and self-regulation",
      "url": "https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation"
    }
  ],
  "relations": [],
  "collections": [
    {
      "id": "RC-87ADE7B5396D6574",
      "title": "Prepare for the assessment you will actually face",
      "url": "/collections/prepare-for-the-assessment-you-will-actually-face"
    }
  ]
}