|Posted on May 30, 2017 at 12:10 AM|
I stumbled across a book by Douglas Hubbard titled How to Measure Anything: Finding the Value of “Intangibles in Business.” Yes, I was intrigued, so I splurged on it and devoured it.
The book should really be titled How to Measure Anything Without Killing Yourself because it focuses as much on limiting assessment as measuring it. Here are some of the great ideas I came away with:
1. We are (or should be) assessing because we want to make better decisions than what we would make without assessment results. If assessment results don’t help us make better decisions, they’re a waste of time and money.
2. Decisions are made with some level of uncertainty. Assessment results should reduce uncertainty but won’t eliminate it.
3. One way to judge the quality of assessment results is to think about how confident you are in them by pretending to make a money bet. Are you confident enough in the decision you’re making, based on assessment results, that you’d be willing to make a money bet that the decision is the right one? How much money would you be willing to bet?
4. Don’t try to assess everything. Focus on goals that you really need to assess and on assessments that may lead you to change what you’re doing. In other words, assessments that only confirm the status quo should go on a back burner. (I suggest assessing them every three years or so, just to make sure results aren’t slipping.)
5. Before starting a new assessment, ask how much you already know, how confident you are in what you know, and why you’re confident or not confident. Information you already have on hand, however imperfect, may be good enough. How much do you really need this new assessment?
6. Don’t reinvent the wheel. Almost anything you want to assess has already been assessed by others. Learn from them.
7. You have access to more assessment information than you might think. For fuzzy goals like attitudes and values, ask how you observe the presence or absence of the attitude or value in students and whether it leaves a trail of any kind.
8. If you know almost nothing, almost anything will tell you something. Don’t let anxiety about what could go wrong with assessment keep you from just starting to do some organized assessment.
9. Assessment results have both cost (in time as well as dollars) and value. Compare the two and make sure they’re in appropriate balance.
10. Aim for just enough results. You probably need less data than you think, and an adequate amount of new data is probably more accessible than you first thought. Compare the expected value of perfect assessment results (which are unattainable anyway), imperfect assessment results, and sample assessment results. Is the value of sample results good enough to give you confidence in making decisions?
11. Intangible does not mean immeasurable.
12. Attitudes and values are about human preferences and human choices. Preferences revealed through behaviors are more illuminating than preferences stated through rating scales, interviews, and the like.
13. Dashboards should be at-a-glance summaries. Just like your car’s dashboard, they should be mostly visual indicators such as graphs, not big tables that require study. Every item on the dashboard should be there with specific decisions in mind.
14. Assessment value is perishable. How quickly it perishes depends on how quickly our students, our curricula, and the needs of our students, employers, and region are changing.
15. Something we don’t ask often enough is whether a learning experience was worth the time students, faculty, and staff invested in it. Do students learn enough from a particular assignment or co-curricular experience to make it worth the time they spent on it? Do students learn enough from writing papers that take us 20 hours to grade to make our grading time worthwhile?
Categories: How to assess