 We have all done a multiple-choice exam at some point in our lives. This is because it has become a popular tool to evaluate knowledge acquisition due to its efficient and practical nature. However, even though this mode of assessment has many advantages, it also has some significant shortcomings. An Edutopia article titled “the dark history of multiple-choice exams” argues that “Multiple-choice tests are not catalysts for learning” and that “they incite the bad habit of teaching to test.” In other words, they claim that it is unclear whether this formative assessment actually promotes and reflects a deep understanding of content. For example, in multiple-choice exams, users can narrow down choices to the point where they pick the correct answer purely by ‘chance’. Therefore, not allowing them to display a conceptual understanding of their answers. Parallelly, it is difficult for moderators to provide feedback and address learning gaps through multiple-choice mechanisms. AcuiZen mitigates the multiple-choice format’s limitations by providing users with the possibility of indicating their level of certainty in the answers they select. Through this feedback mechanism users specify whether they are ‘sure’ or whether they are ‘not sure’ of their answer. Therefore, giving moderators an insight into the levels of consciousness and awareness that users have when answering questions. In addition, AcuiZen is equipped with an algorithm that analyzes the responses and comes up with a Knowledge Index. This Knowledge Index quite frankly, deserves its own blog post, but in a nutshell - it provides an individualized overview of user’s learning gaps. Therefore, making multiple-choice exams a more holistic tool to measure users' knowledge acquisition. 
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 The need for “lifelong learning” in the context of a world in which the only constant is ambiguous change cannot be understated. The term itself has many interpretations and most of them refer to the need for individuals to constantly seek to keep themselves abreast of the changes and pick up new skills either through formal or informal means. Needless to say, this is a major focus area for thought leaders and policy makers in all economies and in many ways an “industry” by itself.
 If anything, you better worry about “Natural Dumbness”!
If you’ve been paying attention to the news, you’ve definitely heard about Artificial Intelligence (AI) or machine learning. AI refers to the capability of machines or robots to imitate intelligent human behaviour. You’ve probably also heard arguments on all sides from thought leaders and policy makers about what AI is going to mean for society.  We often hear about how difficult it is for Safety professionals to convince management and sensitize them on the need to drive safety from the “top”. There is also no dearth of advice that Safety professionals get on the need to “talk the language of the business” and improve their communication skills to make the business case and “sell” safety to the top management.
 In several of the markets that I work in, one of the often-lamented concern of industry and governments alike is the lack of skilled manpower to support the growth of the economy. The reasons could be different in each country ranging from underperforming education systems that cannot cater to the needs of industry to an ageing workforce to upcoming challenges posed by automation.
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JC SekarSeasoned techno-commercial business professional connecting the dots to make people smarter and safer. 
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