Quotes About Assessment

Don't judge a fish by it's ability to climb a tree.

Já não mais firmo uma opinião, um hábito ou um julgamento sobre outra pessoa. Testei o homem. É inconsistente.

I'd like to know, who is more stupid and stubborn in this case – the donkey or the man?

And when they are out in public, we are secretly looking at people's arms to determine where we would start an IV, an Arizona nurse said. Sometimes if I'm out with a group of nurses, we're like, 'Wow, look at those veins. I could hit those from across the room.

If the desired system state is good education, measuring that goal by the amount

You want to know what my doctor said the first time she saw it? Yes you do. She said everything about it gives evidence of an informed taste. That's a quote.

Dear Mr. Gibbon. Sorry I was absent. Here is some salted food. Please grade it the way you would a jenti piece of beef jerky.

In the best classrooms, grades are only one of many types of feedback provided to students.

Once managers figure out what they mean and why it matters, the issue in question starts to look a lot more measurable.

Anything you need to quantify can be measured in some way that is superior to not measuring it at all. —Gilb's Law

If we incorrectly think that measurement means meeting some nearly unachievable standard of certainty, then few things will be measurable even in the physical sciences.

If you don't know what to measure, measure anyway. You'll learn what to measure.

whether a finding is statistically significant is not the same thing as whether your current state of uncertainty is less than it was before or what the economic value of that uncertainty reduction would be.

A cybersecurity expert can become well versed in technical details such as conducting penetration tests, using encryption tools, setting up firewalls, and much more—and still be unable to realistically assess their own skills at forecasting future events.

what makes a measurement of high value is a lot of uncertainty combined with a high cost of being wrong.

We test students right after they read something mostly to ensure that they have in fact read it. From this, many have drawn the erroneous conclusion that the only good that can be extracted from their reading is that which can be displayed on or measured by a test. This is wildly inaccurate. Most of the good your reading and education has done for you is not something you can recall at all.

Now it makes sense, for example, if the children are taking a vocabulary test of 100 words, and one of the kids misses thirteen of them, to give him an 87 percent. But we go far beyond this. A student writes an essay on a sunset, let us say, and the teacher writes 87 percent at the top of that paper. What he is saying, in effect, is that there is a mathematical metaphor operative here. The figure of 87 is to 100 what this submitted essay is . . . to what? What on earth is this supposed to mean?

To be sure that we are not just falling for the Halo Effect, we really need a different measure of performance altogether—one that assesses individual skill directly rather than by inferring it from outcomes that might be determined by forces beyond the individual's control.

It sounds as if we're assessing the quality of a work of art in terms of its attributes, but in fact we're doing the opposite—deciding first which painting is the best, and only then inferring from its attributes the metrics of quality.

Every day, it's important to ask and answer these questions: "What's good in my life?" and "What needs to be done?"

I can be much more sarcastic and, I think, sometimes withering in my assessments of things than I allow to show in my public life.

I made my own assessment of my life, and I began to live it. That was freedom.

For instance, we lose points for wrong answers on tests in school.

The first step in planning is to ask of any activity, any product, any process or market, 'If we were not committed to it today, would we go into it?' If the answer is no, one says, 'How can we get out—fast?