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It explains how updated learning objectives introduce generalized linear models and time series analysis, creating a learning curve for candidates. The article summarizes candidate survey feedback on clarity and length and describes committee use of passmark review and candidate challenges. It also highlights the need for more practice problems and cautions against over-reliance on past questions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/september-2016-volume-22-no-3-exam-s-reviewing-past-sittings-and-expectations-of-the-future/399181/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/september-2016-volume-22-no-3-exam-s-reviewing-past-sittings-and-expectations-of-the-future/399181.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-27",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What changed in Exam S compared with earlier exam versions?","Question",{"text":112,"@type":113},"Topics shifted across versions, and last year related material was combined again in Exam S. The latest syllabus also introduces generalized linear models and time series analyses, changing what candidates must learn.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the Syllabus and Examination Committee evaluate whether the exam is successful?",{"text":117,"@type":113},"The committee considers feedback from the exam survey together with other data points, including passmark panel review to check consistency in difficulty and overall length. It also reviews candidate challenges to ensure fair grading.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do candidates need more practice problems for Exam S?",{"text":121,"@type":113},"The article notes that newer exams may include topics not previously tested, so there is not a large bank of past problems. 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Last year, these topics were combined again in Exam S. The learning objectives with each version have been similar, but the latest syllabus introduces candidates to generalized linear models and time series analyses. Each time that there is a significant alteration, there is a learning curve for candidates as they learn the new material and try to anticipate the types of questions that maybe asked. Just as candidates study prior exams to improve their performance, it is also important for the CAS to learn from prior sittings in order to improve future offerings and deliver the best product it can to candidates.\u003Cbr>Overall, candidate survey responses from the first two sittings indicate that Exam S was well received, with most candidates indicating that the questions were clear and the length was reasonable. Of course, there is always room for improvement. With time, the CAS and candidates are learning from each other and both parties refine expectations of what can be tested. One example of this is the questions tested thus far from Sections C and D of the learning objectives (generalized linear models (GLMs) and time series with constant variance) where questions have been narrowly focused. You may see problems in the future from a wider variety of topics as the exam writers better learn how to create questions from the syllabus material. You may also see tweaks to particular wording in the Learning Objectives and Knowledge Statements to fully describe the goals of the exam.\u003Cbr>When evaluating the success of an exam, the Syllabus and Examination Committee consider | the feedback in the exam survey in addition to other data points. “In general, we look atthe survey results in conjunction with the passmark panel review of the exam to see if thereis consistency on the difficulty of the exam and overall length of the exam,” said the leadership of the Syllabus and Examination Committee.“We find the candidate challenges to the exam to be an effective source of feedback too and we review these carefully to make sure the exam is graded fairly. When a candidate is challenging a solution, it is most effective to provide a detailed alternative solution. When challenging the validity of a question itself or suggesting that the wording is too vague, it is most useful to identify the specific phrase or sentence that makes the question invalid or describe in detail how the question can be interpreted in more than one way.”\u003Cbr>The main critique of new exams from the candidate’s perspective is a lack of practice problems. With well-established exams, one can use past exams as a study resource. With Exam S, there are some topics that have not been previously tested and therefore do not have a large bank of problems. However, even with“seasoned” topics, candidates should be careful not to over-rely on prior questions, since questions are not created based on previous exams but rather based on the syllabus readings. In the near future, exam writers could create questions based on a broader range of the syllabus and increase the depth of questions, so it would not be wise to expect the same distribution of learning objectives or the same difficulty level as prior S exams. Even after there have been more sittings of S, you could still receive a question\u003Cbr>] turn to page 6 |\n\n| ViSit the Future Fellows Blog |\n| --- |\n| Come check out our new Future Fellows blog, accessible through the new Future Fellows portal at [http://www.casact.org/](http://www.casact.org/)[ ](http://www.casact.org/)[future-fellows. You can](future-fellows. You can)[ ](future-fellows. You can)get the latest news, read interviews with actuaries on a v","cbCairfd9NDQGzvf","https://ap.wps.com/l/cbCairfd9NDQGzvf","pdf",421375,"English","# Exam S: Reviewing Past Sittings and Expectations of the Future\n## Exam evolution and learning objectives\n## Candidate feedback and committee evaluation\n## Practice problems and question-writing guidance","[{\"question\":\"What changed in Exam S compared with earlier exam versions?\",\"answer\":\"Topics shifted across versions, and last year related material was combined again in Exam S. The latest syllabus also introduces generalized linear models and time series analyses, changing what candidates must learn.\"},{\"question\":\"How does the Syllabus and Examination Committee evaluate whether the exam is successful?\",\"answer\":\"The committee considers feedback from the exam survey together with other data points, including passmark panel review to check consistency in difficulty and overall length. It also reviews candidate challenges to ensure fair grading.\"},{\"question\":\"Why do candidates need more practice problems for Exam S?\",\"answer\":\"The article notes that newer exams may include topics not previously tested, so there is not a large bank of past problems. Candidates should still avoid relying too heavily on older questions because exam items are created from the syllabus readings.\"}]","September 2016 - Volume 22 - No. 3 - Exam S - Reviewing Past Sittings and Expectations of the Future | PDF",1790494343]