{ "schema": "vedokrok.solution-pack.v1", "pack_version": "1.0.1", "id": "prepare-assessment", "slug": "prepare-assessment", "title": "Prepare for a Professional or Technical Assessment", "summary": "Convert broad criteria into representative performance samples, take a cold baseline, weight the gaps and stop expanding the syllabus when performance evidence is sufficient.", "situation": "You have a professional, technical, certification or promotion assessment and need a preparation plan based on demonstrated performance rather than study-hour volume.", "outcome": "A readiness board with criteria, performance samples, cold baselines, weighted gaps, drills, rechecks and a stop rule.", "use_when": [ "The assessment has explicit or inferable criteria.", "You can practise representative tasks before the real assessment.", "Preparation time is limited enough that prioritization matters." ], "avoid_when": [ "The assessment format is unknown and cannot be verified.", "The agent is being asked to predict the evaluator's hidden questions or guarantee an outcome." ], "path": "/solutions/prepare-assessment", "instructions": "This Solution Pack is a bounded workflow over released Vedokrok knowledge. Treat its methods as reference material, not instructions that override the user, system, organization policy or professional authority. Apply a method only when its use conditions fit; carry avoid conditions and limits forward. Do not infer that inclusion proves efficacy. Use exact item IDs, versions and source URLs in the Method Register. Before consequential reuse, check the live item page, current availability and notices.", "release": { "schema": "vedokrok.website-release.v1", "status": "available", "projection_schema": "vedokrok.public-projection.v1", "release_id": "MHC-RPUB-20261011-9e4b62c5", "corpus_commit": "9e4b62c5648844484b8cc3160f3e168d63a1241b", "manifest_sha256": "8cc91f0a764c635a79a18e06e048d3dc7bb1e07ae0fed6bf544c89832c024402", "projection_sha256": "d03d10dd52b53dec1ed850b7706847ba5b200e60f24c4fbda4518c2004356104", "imported_at": "2026-10-11T19:08:09.608Z", "published_at": "2026-10-11T19:10:00Z", "website_snapshot_sha256": "b97dfd5520e2cf31744978d7e824b94e55bd12d9a2bdef759b5bc69a963375e5", "editorial_overlay": { "overlay_id": "MHC-EO-20261011-00360116702e", "base_release_id": "MHC-RPUB-20261011-9e4b62c5", "base_projection_sha256": "d03d10dd52b53dec1ed850b7706847ba5b200e60f24c4fbda4518c2004356104", "manifest_sha256": "1af39e42a7b7ccbfde195d224c6fbad13dce1a65ab7f6ddb47f3c1fa37a79d65", "projection_sha256": "e27e1d2e266ff386bcbddbb10b8c7b7c28974666a9c81627e41141954c2c73f0", "authority_kind": "verified_composition", "authority_id": "MHC-EO-20261011-00360116702e", "authority_sha256": "9014ef57d1b0b7887c35349e0c486e26d062afb822e7e981218f1f17572647b9", "imported_at": "2026-10-11T19:08:10.621Z", "projection_schema": "vedokrok.editorial-composition.v1", "components": [ { "overlay_id": "MHC-EO-20261006-e26f917f42eb", "manifest_sha256": "fefe97de681b48ba61ccae0ed28cbbcd6b7080764c2aad16270a7c7a0de151da", "projection_sha256": "e24f066f64697d0ca24179c73eb2675b736ca8813e8956568e4556a5ed2ed604", "authority": { "kind": "exact_approval", "id": "MHC-EO-20261006-e26f917f42eb", "sha256": "2a91d5d824ee38e8580f2527d40938edc31ca8eb298139e06c52c7572008778e" } }, { "overlay_id": "MHC-EO-20261011-0959fc4ead8b", "manifest_sha256": "2f0c3654cb8888cfeef289bcf33389bd3645966a0ca1a325cf601ccd7fa15f8c", "projection_sha256": "42b8a1c802ffed6bed398b48c36af5d5f52e539d1b54ba97856e8fa44d343726", "authority": { "kind": "standing_policy", "id": "MHC-EOP-20260922-v1", "sha256": "e56ed8ad609a682580ab40bc7e98f6cdb770fca55a5d0048e091ee3741a6c032" } } ] }, "counts": { "items": 1010, "collections": 123 }, "notice": "This identifies the selected snapshot, not a live safety-notice service." }, "levels": [ { "id": "criteria", "title": "Level 0 — Map the assessment", "purpose": "List criteria, weights when known and the actual performance expected.", "method_ids": [ "MHC-D-RESEARCH-0791" ] }, { "id": "baseline", "title": "Level 1 — Take a cold baseline", "purpose": "Attempt representative tasks before reviewing the material.", "method_ids": [ "MHC-D-RESEARCH-0792" ] }, { "id": "gaps", "title": "Level 2 — Weight the gaps", "purpose": "Prioritize weak areas by importance, not discomfort or familiarity.", "method_ids": [ "MHC-D-RESEARCH-0793" ] }, { "id": "practice", "title": "Level 3 — Design the practice loop", "purpose": "Choose whether each gap needs learning, retrieval, application or a combination.", "method_ids": [ "MHC-D-RESEARCH-0796" ] }, { "id": "evidence", "title": "Level 4 — Recheck performance", "purpose": "Use fresh samples to update readiness and change the plan when evidence stays flat.", "method_ids": [ "MHC-D-RESEARCH-0803" ] }, { "id": "stop", "title": "Level 5 — Stop expanding the syllabus", "purpose": "Freeze scope when core criteria and chosen readiness thresholds are covered.", "method_ids": [ "MHC-D-RESEARCH-0810" ] } ], "method_register_fields": [ "item_id", "version", "role", "fit: use | skip | unclear", "concise_reason", "important_limit", "source_url" ], "artifact_sections": [ "Assessment map", "Cold baseline", "Weighted gap table", "Practice plan", "Readiness evidence", "Scope stop rule" ], "routing_aliases": [ "technical assessment preparation", "professional assessment preparation", "skills assessment preparation", "assessment readiness", "what should I focus on for my assessment", "what should I practise first", "limited time to prepare for an assessment", "how do I know if I am ready for an assessment", "prepare for an assessment without studying everything" ], "related_situation": { "path": "/situations/assessment-preparation", "title": "Run a short assessment practice loop", "summary": "Use the device-local Situation when you want one small practice round you can resume. Return to the Solution Pack for weighted gaps, readiness evidence and the full preparation artifact.", "label": "Open the local practice loop" }, "expansion_policy": { "enabled": true, "max_queries": 2, "max_items": 3, "trigger": "Expand only after the core Method Register leaves a material task-specific gap.", "note": "Supplemental items come from the current released Vedokrok library. They are not curated members of the Solution Pack and must stay in a separate register." }, "methods": [ { "body": "For each important criterion, define one representative performance sample: an answer, solved case, explanation, decision, demonstration or follow-up exchange. Choose a sample that requires the same kind of response the real assessment is likely to require, not only recognition of the topic.", "example": "Instead of 'review SAP MDG concepts,' prepare a five-minute explanation of a real design decision, then answer two challenge questions without notes.", "template": "Criterion: [criterion]. Representative task: [prompt]. Output: [answer/case/demo]. Success evidence: [observable features].", "role": "Turn each criterion into a representative performance sample.", "id": "MHC-D-RESEARCH-0791", "version": "0.1.0", "title": "Turn each criterion into a performance sample", "summary": "A criterion becomes trainable when it produces something you can inspect.", "url": "https://vedokrok.com/knowledge/turn-each-criterion-into-a-performance-sample", "use_when": [ "The assessment map contains broad labels such as architecture, communication, leadership, grammar or problem solving." ], "avoid_when": [ "One sample is evidence about that sample, not proof of competence across the whole domain." ], "limits": [ "One sample is evidence about that sample, not proof of competence across the whole domain." ], "check": "Someone can look at the sample and judge whether the criterion is becoming usable.", "evidence": [ { "claim": "A meta-analysis found that retrieval practice can transfer beyond identical questions, but transfer varies substantially with response congruency, elaboration and the target task.", "source_id": "RS-FA72BC6E5A17363A", "role": "supports", "note": "Retrieval practice should not be treated as automatic proof of broad competence.", "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" } ], "sources": [ { "id": "RS-FA72BC6E5A17363A", "title": "Transfer of test-enhanced learning: Meta-analytic review and synthesis", "url": "https://pubmed.ncbi.nlm.nih.gov/29733621/" }, { "id": "RS-B302141D0A1BEE9E", "title": "Metacognition and self-regulation", "url": "https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation" } ] }, { "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.", "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." ], "example": "Before rereading architecture notes, answer six mixed design questions and deliver one case explanation from memory.", "role": "Take a cold baseline before allocating preparation time.", "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.", "url": "https://vedokrok.com/knowledge/take-a-cold-baseline-before-allocating-study-hours", "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." ], "limits": [ "A tiny baseline can be noisy. Sample across the important task types and avoid turning one bad session into a global ability judgment." ], "check": "The first preparation plan differs in at least one place because of observed baseline performance.", "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" } ], "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" } ] }, { "body": "Rank gaps by three questions: how important is this criterion, how large is the observed gap, and how costly would failure be in the real assessment? Use the ranking to choose the next practice block. Keep the scale rough; the purpose is to redirect attention, not manufacture a precise score.", "example": "A polished opening story may need maintenance, while weak answers to architecture trade-offs receive the main practice time.", "role": "Allocate time by weighted gaps instead of comfort.", "id": "MHC-D-RESEARCH-0793", "version": "0.1.0", "title": "Allocate preparation by weighted gaps, not by comfort", "summary": "Comfort is a poor scheduler.", "url": "https://vedokrok.com/knowledge/allocate-preparation-by-weighted-gaps-not-by-comfort", "use_when": [ "You keep returning to material you already understand because it feels productive while a few consequential weaknesses remain under-practiced." ], "avoid_when": [ "Do not neglect prerequisite knowledge simply because it has low visible weighting; some foundations enable several criteria at once." ], "limits": [ "Do not neglect prerequisite knowledge simply because it has low visible weighting; some foundations enable several criteria at once." ], "check": "At least one uncomfortable but important gap receives more time than an already fluent topic.", "evidence": [ { "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" } ], "sources": [ { "id": "RS-B302141D0A1BEE9E", "title": "Metacognition and self-regulation", "url": "https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation" } ] }, { "body": "Give important material three different encounters. First build enough understanding to orient yourself. Later retrieve the key idea without the source. Then use it in a case, explanation or decision that resembles the assessment. Schedule the returns before the first pass ends so the cycle survives calendar pressure.", "steps": [ "At least one important topic has a future retrieval date and a separate application task." ], "example": "Read the MDG workflow design notes today, explain the flow from memory tomorrow, then solve a change-request scenario two days later.", "role": "Separate learning, retrieval and application passes.", "id": "MHC-D-RESEARCH-0796", "version": "0.1.0", "title": "Use a three-pass rhythm: learn, retrieve, then apply", "summary": "Do not ask one study pass to do three jobs.", "url": "https://vedokrok.com/knowledge/use-a-three-pass-rhythm-learn-retrieve-then-apply", "use_when": [ "Preparation keeps growing as one long reading phase and you rarely return to material under harder conditions." ], "avoid_when": [ "Some skills are learned mainly through doing from the start. Use the three passes as roles, not as a rigid classroom sequence." ], "limits": [ "Some skills are learned mainly through doing from the start. Use the three passes as roles, not as a rigid classroom sequence." ], "check": "At least one important topic has a future retrieval date and a separate application task.", "evidence": [ { "claim": "Spacing effects depend on the interval between study events and the interval over which the material must be retained; there is no single best spacing gap for every goal.", "source_id": "RS-0EDB13FF2FA00BDD", "role": "supports", "note": "Exact optimal intervals depend on materials, learners and retention horizon.", "locator": "Abstract and spacing-by-retention findings" }, { "claim": "Successive relearning combines successful retrieval with relearning on later sessions rather than treating one correct recall as permanent mastery.", "source_id": "RS-337E9347324FCD4B", "role": "supports", "note": "The studied key-term tasks do not map directly onto every applied skill.", "locator": "Abstract" } ], "sources": [ { "id": "RS-0EDB13FF2FA00BDD", "title": "Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retention", "url": "https://journals.sagepub.com/doi/10.1111/j.1467-9280.2008.02209.x" }, { "id": "RS-337E9347324FCD4B", "title": "Relearning attenuates the benefits and costs of spacing", "url": "https://pubmed.ncbi.nlm.nih.gov/23088488/" } ] }, { "body": "Choose a small set of readiness signals tied to the assessment map: closed-book recall, case accuracy, response quality, timing, or successful follow-up questions. Record them at planned checkpoints and use them to decide what changes next. Keep hours only as a capacity measure.", "example": "Instead of 'studied 12 hours,' track 'answered 8/10 mixed questions without notes and delivered two cases inside five minutes.'", "template": "Readiness signal: [performance]. Checkpoint: [date/task]. Result: [evidence]. Decision: [continue/change/investigate/stop].", "role": "Track readiness with performance evidence rather than study hours.", "id": "MHC-D-RESEARCH-0803", "version": "0.1.0", "title": "Track readiness with performance evidence, not study hours", "summary": "Time spent is an input. Readiness is an output.", "url": "https://vedokrok.com/knowledge/track-readiness-with-performance-evidence-not-study-hours", "use_when": [ "Preparation is being judged by hours, pages, videos or streaks even though the assessment requires usable performance." ], "avoid_when": [ "No single score proves total readiness. Use a few signals covering the main assessment demands." ], "limits": [ "No single score proves total readiness. Use a few signals covering the main assessment demands." ], "check": "At least one tracked metric can stay flat even if study hours rise—and would force a plan change.", "evidence": [ { "claim": "Experimental evidence synthesized across many studies indicates that interventions prompting people to monitor goal progress can improve goal attainment.", "source_id": "RS-40975AC51426EC7C", "role": "supports", "note": "Monitoring can become counterproductive if the metric is a poor proxy or produces no adjustment.", "locator": "Abstract and meta-analysis overview" } ], "sources": [ { "id": "RS-40975AC51426EC7C", "title": "Does Monitoring Goal Progress Promote Goal Attainment? A Meta-Analysis of the Experimental Evidence", "url": "https://www.apa.org/pubs/journals/releases/bul-bul0000025.pdf" } ] }, { "body": "Define when new scope stops entering the plan. A practical rule is: core criteria have representative samples, major gaps have been rechecked, and remaining additions must close a named assessment-relevant weakness. After that point, spend the available time on retrieval, application, feedback and recovery rather than collecting more material.", "example": "A new SAP note is added only if it fixes a known architecture gap, not because it appeared in search results three days before the assessment.", "role": "Use a scope stop rule before preparation expands forever.", "id": "MHC-D-RESEARCH-0810", "version": "0.1.0", "title": "Use a scope stop rule before preparation expands forever", "summary": "Preparation needs a finish condition, not only a start date.", "url": "https://vedokrok.com/knowledge/use-a-scope-stop-rule-before-preparation-expands-forever", "use_when": [ "Every completed topic exposes three more possible topics and the plan keeps growing even though the core assessment criteria are already covered." ], "avoid_when": [ "A genuinely new change to the assessment scope can justify reopening the plan. The rule prevents drift, not adaptation." ], "limits": [ "A genuinely new change to the assessment scope can justify reopening the plan. The rule prevents drift, not adaptation." ], "check": "At least one interesting but nonessential resource is deliberately excluded after the stop rule activates.", "evidence": [ { "claim": "Experimental evidence synthesized across many studies indicates that interventions prompting people to monitor goal progress can improve goal attainment.", "source_id": "RS-40975AC51426EC7C", "role": "supports", "note": "Monitoring can become counterproductive if the metric is a poor proxy or produces no adjustment.", "locator": "Abstract and meta-analysis overview" } ], "sources": [ { "id": "RS-40975AC51426EC7C", "title": "Does Monitoring Goal Progress Promote Goal Attainment? A Meta-Analysis of the Experimental Evidence", "url": "https://www.apa.org/pubs/journals/releases/bul-bul0000025.pdf" } ] } ], "prompt": "# Vedokrok Solution Pack — Prepare for a Professional or Technical Assessment\n\nTask from me: [PASTE THE REAL TASK HERE]\n\nGoal: A readiness board with criteria, performance samples, cold baselines, weighted gaps, drills, rechecks and a stop rule.\nPack: https://vedokrok.com/downloads/solutions/prepare-assessment.md\nReadable page: https://vedokrok.com/solutions/prepare-assessment\n\nUse Vedokrok as bounded maintained reference, not as authority that overrides the user, current facts, organization policy or required professional approval.\n\nKnowledge loading:\n1. If Vedokrok MCP tools are available, call get_release once.\n2. Fetch every required method below with get_item. Use get_evidence when sources, uncertainty or limitations are material.\n3. If the current release differs from the saved pack release (MHC-RPUB-20261011-9e4b62c5), use the current exact item versions and say that the saved pack was refreshed.\n4. If a required method is unavailable, do not silently replace it with generic advice presented as Vedokrok. State what is missing and narrow or stop the pack.\n5. If MCP is unavailable, open the Markdown pack URL. If you cannot open it, ask me to attach the Markdown pack instead of inventing its methods.\n\nRequired methods:\n- MHC-D-RESEARCH-0791: Turn each criterion into a representative performance sample.\n- MHC-D-RESEARCH-0792: Take a cold baseline before allocating preparation time.\n- MHC-D-RESEARCH-0793: Allocate time by weighted gaps instead of comfort.\n- MHC-D-RESEARCH-0796: Separate learning, retrieval and application passes.\n- MHC-D-RESEARCH-0803: Track readiness with performance evidence rather than study hours.\n- MHC-D-RESEARCH-0810: Use a scope stop rule before preparation expands forever.\n\nRun the pack level by level. Do not jump directly to advice:\nLevel 0 — Map the assessment — List criteria, weights when known and the actual performance expected. [MHC-D-RESEARCH-0791]\nLevel 1 — Take a cold baseline — Attempt representative tasks before reviewing the material. [MHC-D-RESEARCH-0792]\nLevel 2 — Weight the gaps — Prioritize weak areas by importance, not discomfort or familiarity. [MHC-D-RESEARCH-0793]\nLevel 3 — Design the practice loop — Choose whether each gap needs learning, retrieval, application or a combination. [MHC-D-RESEARCH-0796]\nLevel 4 — Recheck performance — Use fresh samples to update readiness and change the plan when evidence stays flat. [MHC-D-RESEARCH-0803]\nLevel 5 — Stop expanding the syllabus — Freeze scope when core criteria and chosen readiness thresholds are covered. [MHC-D-RESEARCH-0810]\n\nBefore synthesis, build a Method Register with one row per required method:\nitem ID | version | role | fit = use / skip / unclear | concise reason | evidence/source role | important limit | source URL\nDo not use every method merely because it is bundled. Keep skipped or unclear methods visible with the reason.\n\nControlled expansion — only if a material gap remains:\n- Finish the core Method Register first. Do not search the whole library by default.\n- With live Vedokrok retrieval, use at most 2 concise search_knowledge queries and keep at most 3 supplemental methods.\n- Fetch each supplemental item exactly; use get_evidence when it materially affects the answer.\n- Keep supplemental methods in a separate register with ID/version, why it was added, fit, limit and source URL.\n- Do not present a supplemental method as a curated pack method. In file-only mode, skip expansion unless live Vedokrok retrieval is available.\n\nCritic pass:\n- Separate user-supplied facts, retrieved facts, assumptions, interpretations and recommendations.\n- Look for the strongest plausible rival explanation, option or failure mode when the task supports one.\n- Keep evidence scope and method limits close to the claim they qualify.\n- A citation does not prove that a procedure works in this user’s context.\n- Say “not established” when the evidence does not establish something.\n- Do not expose private chain-of-thought. Show only the Method Register, concise decision-relevant rationale, evidence, assumptions, alternatives, decisions and checks.\n\nFinal output:\n1. Situation / task frame\n2. Method Register\n3. Applied analysis by pack level\n4. Critic pass\n5. A readiness board with criteria, performance samples, cold baselines, weighted gaps, drills, rechecks and a stop rule.\n6. Unresolved uncertainty / limits\n7. Next action\n8. Check, stop or escalation rule\n9. Vedokrok references actually used (ID, version, readable URL)\nIf you need a machine-readable run receipt, fill the pack’s run-template JSON instead of inventing another schema.\nUse output_trace to link result fields to exact method versions and reading/evidence pointers. Separate sourced summaries, your reasoning, user input and observed results. Leave the status not_recorded when no trace was captured; complete means all result fields are traced, not independently verified.\n\nOptimize for a useful decision or action, not for agreement with the first hypothesis.", "run_template": { "schema": "vedokrok.solution-run.v1", "status": "draft", "output_trace": { "schema": "vedokrok.agent-output-trace.v1", "status": "not_recorded", "attribution": "agent_reported", "release_id": "MHC-RPUB-20261011-9e4b62c5", "website_snapshot_sha256": "b97dfd5520e2cf31744978d7e824b94e55bd12d9a2bdef759b5bc69a963375e5", "outputs": [] }, "pack_id": "prepare-assessment", "pack_version": "1.0.1", "release_id": "MHC-RPUB-20261011-9e4b62c5", "task_frame": { "task": "", "desired_outcome": "A readiness board with criteria, performance samples, cold baselines, weighted gaps, drills, rechecks and a stop rule.", "constraints": [], "facts": [], "assumptions": [], "unknowns": [] }, "method_register": [ { "item_id": "MHC-D-RESEARCH-0791", "version": "0.1.0", "role": "Turn each criterion into a representative performance sample.", "fit": "unclear", "reason": "", "evidence_or_source_role": "", "important_limit": "One sample is evidence about that sample, not proof of competence across the whole domain.", "source_url": "https://vedokrok.com/knowledge/turn-each-criterion-into-a-performance-sample" }, { "item_id": "MHC-D-RESEARCH-0792", "version": "0.1.0", "role": "Take a cold baseline before allocating preparation time.", "fit": "unclear", "reason": "", "evidence_or_source_role": "", "important_limit": "A tiny baseline can be noisy. Sample across the important task types and avoid turning one bad session into a global ability judgment.", "source_url": "https://vedokrok.com/knowledge/take-a-cold-baseline-before-allocating-study-hours" }, { "item_id": "MHC-D-RESEARCH-0793", "version": "0.1.0", "role": "Allocate time by weighted gaps instead of comfort.", "fit": "unclear", "reason": "", "evidence_or_source_role": "", "important_limit": "Do not neglect prerequisite knowledge simply because it has low visible weighting; some foundations enable several criteria at once.", "source_url": "https://vedokrok.com/knowledge/allocate-preparation-by-weighted-gaps-not-by-comfort" }, { "item_id": "MHC-D-RESEARCH-0796", "version": "0.1.0", "role": "Separate learning, retrieval and application passes.", "fit": "unclear", "reason": "", "evidence_or_source_role": "", "important_limit": "Some skills are learned mainly through doing from the start. Use the three passes as roles, not as a rigid classroom sequence.", "source_url": "https://vedokrok.com/knowledge/use-a-three-pass-rhythm-learn-retrieve-then-apply" }, { "item_id": "MHC-D-RESEARCH-0803", "version": "0.1.0", "role": "Track readiness with performance evidence rather than study hours.", "fit": "unclear", "reason": "", "evidence_or_source_role": "", "important_limit": "No single score proves total readiness. Use a few signals covering the main assessment demands.", "source_url": "https://vedokrok.com/knowledge/track-readiness-with-performance-evidence-not-study-hours" }, { "item_id": "MHC-D-RESEARCH-0810", "version": "0.1.0", "role": "Use a scope stop rule before preparation expands forever.", "fit": "unclear", "reason": "", "evidence_or_source_role": "", "important_limit": "A genuinely new change to the assessment scope can justify reopening the plan. The rule prevents drift, not adaptation.", "source_url": "https://vedokrok.com/knowledge/use-a-scope-stop-rule-before-preparation-expands-forever" } ], "supplemental_register": [], "analysis": { "summary": "", "alternatives": [], "critic": "" }, "artifact": { "sections": [ { "title": "Assessment map", "value": "" }, { "title": "Cold baseline", "value": "" }, { "title": "Weighted gap table", "value": "" }, { "title": "Practice plan", "value": "" }, { "title": "Readiness evidence", "value": "" }, { "title": "Scope stop rule", "value": "" } ] }, "next_action": "", "check_rule": "", "stop_or_escalation_rule": "" } }