Category: Blog
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Bolt 35 — Calibration Is Not Human Worth
A person can be accurately calibrated about a capability without turning that capability into a measure of human value. Bolt 35 draws the boundary between performance, self-knowledge, identity and worth—and explains why education must protect it.
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Bolt 34 — How Fast Should You Update What You Believe About Yourself?
Update too slowly and an outdated self-model survives contrary evidence. Update too quickly and one unusual result can rewrite the whole person. Bolt 34 explains evidence-weighted updating and why good calibration needs the right learning rate.
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Bolt 33 — When the Task Changes, the Model Must Change
A learner can be genuinely strong on the task they practised and still be unready for a changed task. Bolt 33 explains transfer, task specificity and why calibration must follow the performance conditions that actually matter.
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Bolt Measurement Note 04 — When the Clock Starts Measuring Something the Test Did Not Mean to Measure
Supplementary to the Bolt 01–40 core. A timed test can begin measuring speed as well as knowledge; this note explains speededness, validity and changed-condition checks.
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Bolt Measurement Note 03 — When Two Good Teachers Give Different Marks
Supplementary to the Bolt 01–40 core. Two competent teachers can disagree about the same work; marking reliability, moderation and shared standards help calibrate the judgement.
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Bolt Measurement Note 02 — Before You Call It Improvement, Check Whether the Scores Are Comparable
Supplementary to the Bolt 01–40 core. A higher raw score does not automatically prove improvement when difficulty, coverage, support, timing or marking changed.
