The “Immeasurable” Part 2
I’ve been thinking about ways to represent the emphasis on the measurable that I wrote about a few weeks ago, and I’ve come up with this graph which, I think, comes close to capturing the problem right now.
What I’m trying to get at is that our school assessment lives primarily in the bottom left part of that graph, and that we rarely if ever get to the “immeasurable” stuff that resides toward the top right. To put it another way, we focus in schools on that which is quantifiable when, I think, our real value as places of learning rests in that messy stuff that isn’t.
What do you think? Am I capturing something worth capturing here? Am I missing something?