Quotes About Evaluation

When performance is measured, performance improves. When performance is measured and reported back, the rate of improvement accelerates." —Pearson's Law

identifying, categorizing, interpreting, describing, and thinking about works of art.

Here are some of the criteria I have used to decide what makes an equation great.

He is not a leader, he is just a Liberal (on Josh Frydenberg)

Build a Wall Between Performance Review and Professional Development:

Deep practice is not simply about struggling; it's about seeking out a particular struggle, which involves a cycle of distinct actions. Pick a target. Reach for it. Evaluate the gap between the target and the reach. Return to step one. Judging

Deep practice is not simply about struggling; it's about seeking out a particular struggle, which involves a cycle of distinct actions. Pick a target. Reach for it. Evaluate the gap between the target and the reach. Return to step one.

Cooper uses the phrase "backbone of humility" to describe the tone of a good AAR. It's a useful phrase because it captures the paradoxical nature of the task: a relentless willingness to see the truth and take ownership.

Self-esteem is the difference between where you believe you are and where you think you should be compared to others. If they match, you tend to feel good about yourself. If they don't match, you feel inferior.

when we are selecting, we consider the positive attributes of our alternatives, and when we are rejecting, we consider the negative attributes.

When a fruit salad, a lover, or a jazz trio is just too imperfect for our tastes, we stop eating, kissing, and listening. But the law of large numbers suggests that when a measurement is too imperfect for our tastes, we should not stop measuring. Quite the opposite - we should measure again and again until niggling imperfections yield to the onslaught of data.

The fact that we often judge the pleasure of an experience by its ending can cause us to make some curious choices.

Temporal landmarks slow our thinking, allowing us to deliberate at a higher level and make better decisions

Report cards are not a potential prize, but a way to offer students useful feedback on their progress. And Type I students understand that a great way to get feedback is to evaluate their own progress.

In the middle, we relax our standards, perhaps because others relax their assessments

Pair New Year's resolutions with Old Year's regrets.

I have heard Pastor Cymbala say many times that we will not one day stand before Christ to announce the size of our ministry, but to give an account of the substance of our ministry. Christ's evaluation, both now and in eternity, is based upon the fruit evidenced in the lives of the people to whom we minister.

Of course, the test difficulty depends on what you're doing, and on how you're doing it. I'm constantly asking "How much would I have to screw this up to write an incorrect function that passes these simple tests?" Occasionally the answer is "Not much," so I'll throw the code away and start over. It was probably perfect code, but that's not good enough.

Librarians and other information specialists have developed user's guides to evaluating websites. These include questions we should ask, such as "Is the page current?" or "What is the domain?" (A guide prepared by NASA is particularly helpful.)

As the American Library Association presciently concluded in their 1989 report Presidential Committee on Information Literacy, students must be taught to play an active role in knowing, identifying, finding, evaluating, organizing, and using information.

We're assaulted with facts, pseudo facts, jibber-jabber, and rumor, all posing as information. Trying to figure out what you need to know and what you can ignore is exhausting, and at the same time, we are all doing more.

Relieved of all these stressors, including the pressure of actually being evaluated, and fears that they might come up short, the older adults performed as well as younger controls.

This has to be what we teach our children: how to evaluate the hordes of information that are out there, to discern what is true and what is not, to identify biases and half-truths, and to know how to be critical, independent thinkers.

simultaneously we need to get continual feedback about how our clinical evaluation and interventions are going and be open to letting go of considered specifics, of moving back from the peaks of activation and plateaus of probability into the plane of possibility. Such feedback is a key element of effective psychotherapy of all sorts (see