> when the other measurement problems account for the asymmetry Such as? And what about the 2nd and and 3rd quartiles? And even if the phenomenon is caused b

> when the other measurement problems account for the asymmetry Such as? And what about the 2nd and and 3rd quartiles? And even if the phenomenon is caused by the mathematics of floor/ceiling effect (low skill people bias their assessment upward because they know they can't have a negative percentile), it's still real effect in misestimating their percentile. Baseball players at bar can be modelled by random numbers too. That doesn't mean variance in performance over time is purely random.