Educators should base their assessment of students' learning not on students' grasp of facts but on the ability to explain the ideas, trends, and concepts that those facts illustrate.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
The statement that examiners should assess students on the basis of their ability to explain ideas, trends and concepts that those facts illustrate is plausible for several reasons.
To begin with, only if a student has spent enough time understanding the concepts and facts he is able to illustrate their applications. When one spents time thinking over what he has learned, only then he can reach conclusions of his own, which is the real learning. Amount of time spent giving thaughts to texts incoporates innovation and creativity in knowledge, thus the knowledge gets realted to the real world. One gets time to think about flaws and enhancement that could have been incorporated in the concepts he had learned.
Moreover, applying idea expressed in statement will help teachers in seperating mere crammers from the learners. These crammers might be shrewd in scoring good grades in exams, but might fail to apply their intellect when needed. Learning with a goal for better grades is deleterious as it hinder one's capabilities of learning and grasping and it demotivates the learners as people tend to compare skill on basis of students performance in tests. Take for example, a student excellent in artistic skills will always get diffident in pursuing his dreams when he is evaluated less than a students who scored good in exams.
In addition, the practicality of any learning is defined by its applications in real world. Scholars that can apply their knowledge to the betterment of world are set to be more successful. The contribution of education to society is zero if students fail to apply what they have learned. For example, a medical student if ends up farming his lands what would be the use of his work and education.
In Contrast, not everyone is able to express their ideas creatively and mandates such as mentioned in statement might interfer with their careers. Therefore, such compulsions should only be applied in the fields where creative thinking is necessary. Take for example, IT Firms, Several IT employees work on trite technologies and their work is of not much contribution to the society but a client. While other who work in innvoative firms and fill the gaps which are not yet covered by the computers have bigger salaries and more job satisfaction. Therefore, these firms who work in innovative fields look for talents with creativity and profound understanding of knowledge, while for others any employee with an engineering degree is same.
Conclusively, being able to express ideas and grasp of concepts and utilization of facts helps one excel in his careeer as well as frequently gathers accolades from colleagues in work environment. And those who learn with a mundane attitude also get success but in less amount. Therefore, the ideas expressed in statement should be exhaustively disscussed before implementation and its impact should be thoroughly analysed.
Grammar and spelling errors:
Line 3, column 290, Rule ID: IT_VBZ[1]
Message: Did you mean 'hinders'?
Suggestion: hinders
... for better grades is deleterious as it hinder ones capabilities of learning and grasp...
^^^^^^
Line 3, column 584, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...s dreams when he is evaluated less than a students who scored good in exams. In addition,...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, if, look, moreover, so, then, therefore, thus, well, while, for example, in addition, in contrast, such as, as well as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 2444.0 2235.4752809 109% => OK
No of words: 474.0 442.535393258 107% => OK
Chars per words: 5.15611814346 5.05705443957 102% => OK
Fourth root words length: 4.66599839874 4.55969084622 102% => OK
Word Length SD: 2.87407441209 2.79657885939 103% => OK
Unique words: 241.0 215.323595506 112% => OK
Unique words percentage: 0.508438818565 0.4932671777 103% => OK
syllable_count: 739.8 704.065955056 105% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Interrogative: 1.0 0.740449438202 135% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 36.9025805807 60.3974514979 61% => OK
Chars per sentence: 116.380952381 118.986275619 98% => OK
Words per sentence: 22.5714285714 23.4991977007 96% => OK
Discourse Markers: 6.85714285714 5.21951772744 131% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.173054900233 0.243740707755 71% => OK
Sentence topic coherence: 0.0539570781215 0.0831039109588 65% => OK
Sentence topic coherence SD: 0.0626678846809 0.0758088955206 83% => OK
Paragraph topic coherence: 0.11164349699 0.150359130593 74% => OK
Paragraph topic coherence SD: 0.0814166669246 0.0667264976115 122% => OK
Essay readability:
automated_readability_index: 14.2 14.1392134831 100% => OK
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 12.94 12.1639044944 106% => OK
dale_chall_readability_score: 8.66 8.38706741573 103% => OK
difficult_words: 118.0 100.480337079 117% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.