Ponderings about the extent to which knowledge organisers are effective

Knowledge Organisers (KOs) are a very nifty, one page (usually) grid that can be used as a revision tool. They focus on facts, keywords, key terms and quotes, perhaps characters and their traits (if English focused KOs), and important definitions. Yes, they are therefore a good aide de memoir. 
You can, much like flash cards and mind maps, use them to revise a topic and test yourself, or have other people test you. They are in that sense an essential tool and piece of educational armour that should not be left out. 
What they don’t seem to include, however, are a range of questions in anticipation of an exam, that could require a whole different set of keywords, quotes, background contextual knowledge and facts, etc. 
For example, if you can be certain that students will get a question on the Romeo and Juliet Shakespeare paper on the particular angle you’ve fed them via a specific knowledge organiser, that’s great. E.g on Act 3, Scene 5, Juliet’s father. Perhaps you also linked it to Act 1, Scene 2. But what if you missed out a detailed analysis of Mercutio? Or if you failed to focus at great length on Friar Lawrence? What if the knowledge you gave them wasn’t the right set of knowledge?
Also, coupled with this, I think what knowledge organisers leave out are any treatment of inference skills or practice at analysing hitherto unseen extracts for language. You could include a range of subject terminology that you anticipate is likely to come in handy, but it will never be an extant list of all variations possible. 
KOs are a great supplementary revision aid, but by no means all that students need. 
They also need extensive training, starting earlier in school, in language analysis skills linking both inference and the use of an extremely large body of subject terminology. Perhaps this could be incorporated to bitesize KOs along the way to make learning manageable, memorable, and ‘revisable’. But I think the literature KOs that are emerging, while useful to some extent, should not be the main focus of teaching. 
Practise using sets of challenging questions that overarch the content of KOs and bring in the need for more adept use of inference skills and language analysis skills using a wide range of subject terminology seems to me to be a more pressing focus. KOs are useful under this umbrella, but are not the umbrella itself. 

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