Portfolio Assessment Quotes

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forward-thinking teachers and school administrators across the country are creating a whole range of alternatives to cookie-cutter teaching and evaluation methods, such as the use of student portfolios and exhibitions in addition to conventional exams to assess students' progress.
Hillary Rodham Clinton (It Takes a Village: And Other Lessons Children Teach Us)
Behind your reaction is a feeling that whatever is 'true' must be able to be expressed logically. Men, in particular, have a tendency to confuse correct logic with an accurate assessment of a situation. Be careful of any situation that you have to reason through logically, because if you have to work to reason it out, you're probably missing something.
L.E. Modesitt Jr. (Imager (Imager Portfolio, #1))
What would a final exam look like in a course organized around a complex problem that must be considered in the light of several disciplines? Students would be asked to write an extended take-home essay about "what it means to be an American."-- and they would know from the first day of class that this was the final exam question. The second part of the final exam would require students to present and defend their papers in a public exhibition where parents would observe and ask questions. The Students’ oral and written work would be assessed on their ability to display a range of evidence to make their points. They would have to meet a performance standard to get a Merit Badge in American Studies.” -- this is the essence of the digital portfolio. (page 139)
Tony Wagner (Most Likely to Succeed: Preparing Our Kids for the Innovation Era)
Passage Five: From Business Manager to Group Manager This is another leadership passage that at first glance doesn’t seem overly arduous. The assumption is that if you can run one business successfully, you can do the same with two or more businesses. The flaw in this reasoning begins with what is valued at each leadership level. A business manager values the success of his own business. A group manager values the success of other people’s businesses. This is a critical distinction because some people only derive satisfaction when they’re the ones receiving the lion’s share of the credit. As you might imagine, a group manager who doesn’t value the success of others will fail to inspire and support the performance of the business managers who report to him. Or his actions might be dictated by his frustration; he’s convinced he could operate the various businesses better than any of his managers and wishes he could be doing so. In either instance, the leadership pipeline becomes clogged with business managers who aren’t operating at peak capacity because they’re not being properly supported or their authority is being usurped. This level also requires a critical shift in four skill sets. First, group managers must become proficient at evaluating strategy for capital allocation and deployment purposes. This is a sophisticated business skill that involves learning to ask the right questions, analyze the right data, and apply the right corporate perspective to understand which strategy has the greatest probability of success and therefore should be funded. The second skill cluster involves development of business managers. As part of this development, group managers need to know which of the function managers are ready to become business managers. Coaching new business managers is also an important role for this level. The third skill set has to do with portfolio strategy. This is quite different from business strategy and demands a perceptual shift. This is the first time managers have to ask these questions: Do I have the right collection of businesses? What businesses should be added, subtracted, or changed to position us properly and ensure current and future earnings? Fourth, group managers must become astute about assessing whether they have the right core capabilities. This means avoiding wishful thinking and instead taking a hard, objective look at their range of resources and making a judgment based on analysis and experience. Leadership becomes more holistic at this level. People may master the required skills, but they won’t perform at full leadership capacity if they don’t begin to see themselves as broad-gauged executives. By broad-gauged, we mean that managers need to factor in the complexities of running multiple businesses, thinking in terms of community, industry, government,
Ram Charan (The Leadership Pipeline: How to Build the Leadership Powered Company (Jossey-Bass Leadership Series Book 391))
EA must help operationalize the cloud strategy. Because applications in a typical enterprise portfolio aren’t equally portable to the cloud, enterprise architects should help establish the criteria and guidelines that can be used to assess an application’s cloud readiness, using frameworks like FROSST.
Gregor Hohpe (Cloud Strategy: A Decision-based Approach to Successful Cloud Migration (Architect Elevator Book Series))
For example, Aviva Investors (discussed further in chapter 5) assesses potential external managers based on their ESG integration capacity, including their engagement efforts. It maintains a “buy list” of managers that pass its various criteria for its portfolio managers to choose from. It also surveys asset managers on their ESG practices every two years. It does so in part “to raise awareness and enhance [its] understanding of best practice regarding ESG integration in the industry.
William Burckart (21st Century Investing: Redirecting Financial Strategies to Drive Systems Change)
Pro-risk, aggressive investors, for example, should be expected to make more than the index in good times and lose more in bad times. This is where beta comes in. By the word beta, theory means relative volatility, or the relative responsiveness of the portfolio return to the market return. A portfolio with a beta above 1 is expected to be more volatile than the reference market, and a beta below 1 means it’ll be less volatile. Multiply the market return by the beta and you’ll get the return that a given portfolio should be expected to achieve, omitting nonsystematic sources of risk. If the market is up 15 percent, a portfolio with a beta of 1.2 should return 18 percent (plus or minus alpha). Theory looks at this information and says the increased return is explained by the increase in beta, or systematic risk. It also says returns don’t increase to compensate for risk other than systematic risk. Why don’t they? According to theory, the risk that markets compensate for is the risk that is intrinsic and inescapable in investing: systematic or “non-diversifiable” risk. The rest of risk comes from decisions to hold individual stocks: non-systematic risk. Since that risk can be eliminated by diversifying, why should investors be compensated with additional return for bearing it? According to theory, then, the formula for explaining portfolio performance (y) is as follows: y = α + βx Here α is the symbol for alpha, β stands for beta, and x is the return of the market. The market-related return of the portfolio is equal to its beta times the market return, and alpha (skill-related return) is added to arrive at the total return (of course, theory says there’s no such thing as alpha). Although I dismiss the identity between risk and volatility, I insist on considering a portfolio’s return in the light of its overall riskiness, as discussed earlier. A manager who earned 18 percent with a risky portfolio isn’t necessarily superior to one who earned 15 percent with a lower-risk portfolio. Risk-adjusted return holds the key, even though—since risk other than volatility can’t be quantified—I feel it is best assessed judgmentally, not calculated scientifically.
Howard Marks (The Most Important Thing: Uncommon Sense for the Thoughtful Investor (Columbia Business School Publishing))
Of course, I also dismiss the idea that the alpha term in the equation has to be zero. Investment skill exists, even though not everyone has it. Only through thinking about risk-adjusted return might we determine whether an investor possesses superior insight, investment skill or alpha . . . that is, whether the investor adds value. The alpha/beta model is an excellent way to assess portfolios, portfolio managers, investment strategies and asset allocation schemes. It’s really an organized way to think about how much of the return comes from what the environment provides and how much from the manager’s value added. For example, it’s obvious that this manager doesn’t have any skill: Period Benchmark Return Portfolio Return 1 10 10 2 6 6 3 0 0 4 −10 −10 5 20 20 But neither does this manager (who moves just half as much as the benchmark): Period Benchmark Return Portfolio Return 1 10 5 2 6 3 3 0 0 4 −10 −5 5 20 10 Or this one (who moves twice as much): Period Benchmark Return Portfolio Return 1 10 20 2 6 12 3 0 0 4 −10 −20 5 20 40 This one has a little: Period Benchmark Return Portfolio Return 1 10 11 6 2 8 3 0 −1 4 −10 −9 5 20 21 While this one has a lot: Period Benchmark Return Portfolio Return 1 10 12 2 6 10 3 0 3 4 −10 2 5 20 30 This one has a ton, if you can live with the volatility: Period Benchmark Return Portfolio Return 1 10 25 2 6 20 3 0 −5 4 −10 −20 5 20 25 What’s clear from these tables is that “beating the market” and “superior investing” can be far from synonymous—see years one and two in the third example. It’s not just your return that matters, but also what risk you took to get it.
Howard Marks (The Most Important Thing: Uncommon Sense for the Thoughtful Investor (Columbia Business School Publishing))
We have new roles as coaches and mentors, now that the job of learning is in the hands and minds of the learners.
Matt Renwick (Digital Student Portfolios: A Whole School Approach to Connected Learning and Continuous Assessment)
But it is not just about how well collaboration is occurring in our school. Also important is the fact that we are all trying to get better at our practice.
Matt Renwick (Digital Student Portfolios: A Whole School Approach to Connected Learning and Continuous Assessment)
Buying a product or a service is not procurement, that is purchasing. “Procurement” is more multifaceted! “Procurement” will assess needs, define requirements, comb the market and onboard vendors against set criteria. “Procurement” solicits for proposals in formal fashion and allows for a fair, competitive, and ethical environment. “Procurement” contracts based on value for money and maintains full accountability and transparency. To deliver goods and services in the right quality, from the right source, at the right price, to the right destination, at the right time, in the right quantity, and in the right way is not purchasing. The portfolio of strategies required to deliver value for money can be summed up in one word “procurement”!
Victor Manan Nyambala
A technology–market road map is based on the results of: Market analysis A technology scan Product assessment. Market analysis looks from the outside-in and is carried out to identify new and long-term demands of customers. The results provide an overview of the new demands and the added value created by the firm(s). A technology scan looks from the inside-out and identifies the possible and likely new technologies. The product assessment also looks from the inside-out, and compares the product portfolio with other products available. The technology scan and the product assessment together provide an overview of the differences and possibilities for new products.
Gerben van den Berg (Key Management Models: The 75+ Models Every Manager Needs to Know)
A couple recently came to my office. Let’s call them Mark and Elizabeth Schuler. They came in for a consultation at Elizabeth’s request. Mark’s best friend was a stockbroker who had handled the couple’s investment portfolio for decades. All they wanted from me was a second opinion. If all went well, they planned to stop working within five years. After a quick chat about their goals, I organized the mess of financial paperwork they’d brought and set about assessing their situation. As my team and I prepared their “Retirement Map Review,” it was immediately apparent the Schulers were carrying significant market risk. We scheduled a follow-up appointment for two weeks later. When they returned, I asked them to estimate their comfortable risk tolerance. In other words, how much of their savings could they comfortably afford to have exposed to stock market losses? Elizabeth laughed at the question. “We’re not comfortable losing any of it,” she said. I had to laugh too. Of course, no one wants to lose any of their money. But with assets housed in mutual funds, 401(k)s, and stocks, there’s always going to be some measure of risk, not to mention fees to maintain such accounts. We always stand to lose something. So how much could they tolerate losing and still be okay to retire? The Schulers had to think about that for a while. After some quick calculations and hurried deliberation, they finally came up with a number. “I guess if we’re just roughly estimating,” Mark said, “I could see us subjecting about 10 percent of our retirement savings to the market’s ups and downs and still being all right.” Can you guess what percentage of their assets were at risk? After a careful examination of the Schulers’ portfolio, my team and I discovered 100 percent of their portfolio was actually invested in individual stocks—an investment option with very high risk! In fact, a large chunk of the Schulers’ money was invested in Pacific Gas & Electric Company (PG&E), a utility company that has been around for over one hundred years. Does that name sound familiar? When I met with the Schulers, PG&E stock was soaring. But you may remember the company name from several 2019 news headlines in which the electric and natural gas giant was accused of negligence that contributed to 30 billion dollars’ worth of damage caused by California wild fires. In the wake of that disaster, the company’s stock dropped by more than 60 percent in a matter of months. That’s how volatile individual stocks can be.
John Hagensen (The Retirement Flight Plan: Arriving Safely at Financial Success)
There is evidence that the pressure applied by these external tests results in teachers giving more objective tests for their CAs, with less emphasis on constructed-response (CR) formats, performance assessments, or portfolios (Pedulla et al., 2003).
James H. McMillan (Sage Handbook of Research on Classroom Assessment)
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