My personal way of measuring my knowledge gain is rather simple, but I am not sure how obvious it is. I write down definitions, arguments and examples of everything I know. Then I change them if I encounter something related (I track these changes with a diff program). And if a concept has grown from a small list of properties to lots of examples with elaborate descriptions, then my knowledge has grown too. Some problems include categorization issues, finding the best way for referencing sources and permanent media management.
For me, skill progress is more difficult to track because the metrics for each skill seem to be so different for every new task and I am not sure, if some skills are related or not. For example: If I can program a loop for changing a list of strings, am I able to use this skill to program a loop for changing a list of other data types? I would say no, because I have to know how I can change the different data types first. I don’t like this, so I mostly do not bother to track my skill progress.
I am not convinced that learning progress can be measured objectively because knowledge and skills are only useful in regards to a specific lifestyle. Another aspect of this: If a group has a specific lifestyle, using the metrics of that lifestyle to determine your progress would be beneficial for you to fit in. Anyway, it is still nice to share different approaches in tracking your progress towards your own goals.
You are right. Thank you for replying. The results of measurements are objective. I think I conflated objectivity with universal value. What I tried to say was that I am not convinced that tracking your learning progress for a topic in one specific way is always more valuable than in another way because it relies on the goal you want to achieve.
My personal way of measuring my knowledge gain is rather simple, but I am not sure how obvious it is. I write down definitions, arguments and examples of everything I know. Then I change them if I encounter something related (I track these changes with a diff program). And if a concept has grown from a small list of properties to lots of examples with elaborate descriptions, then my knowledge has grown too. Some problems include categorization issues, finding the best way for referencing sources and permanent media management.
For me, skill progress is more difficult to track because the metrics for each skill seem to be so different for every new task and I am not sure, if some skills are related or not. For example: If I can program a loop for changing a list of strings, am I able to use this skill to program a loop for changing a list of other data types? I would say no, because I have to know how I can change the different data types first. I don’t like this, so I mostly do not bother to track my skill progress.
I am not convinced that learning progress can be measured objectively because knowledge and skills are only useful in regards to a specific lifestyle. Another aspect of this: If a group has a specific lifestyle, using the metrics of that lifestyle to determine your progress would be beneficial for you to fit in. Anyway, it is still nice to share different approaches in tracking your progress towards your own goals.
Everything can be measured objectively. On the other hand some measurements are useful because they give you valuable information and others aren’t.
You are right. Thank you for replying. The results of measurements are objective. I think I conflated objectivity with universal value. What I tried to say was that I am not convinced that tracking your learning progress for a topic in one specific way is always more valuable than in another way because it relies on the goal you want to achieve.