Formal examinations have become the most common way of assessing a student’s performance.
Is it a positive or negative development in your view?
Around the world, an increasing number of children and adults have access to education, which usually involves formal assessments. In most settings, examinations have become the most widely used method. Despite recognizing that these type of exams are necessary, I feel that this is not a positive development.
Although formal exams play an important role in informing teachers and educational institutes about student progress, they often put excessive pressure on learners. In China, for instance, a student’s score on their final exams has enormous implications for their future studies and career prospects. As a result, many falters under the pressure or suffer overwhelming anxiety, which can have a devastating impact on their mental health as well as their tertiary opportunities. Clearly, these kinds of high-stakes testing are not only stressful but also favors one type of learner; those who thrive in exam conditions.
This unfairness is another key reason why exam-focused education is a negative development. Many students find a time-limited and usually written exam does not give them enough scope to demonstrate their understanding and ideas related to the course they are taking. Indeed, relying on formal tests, particularly in a university context, means the omission or infrequent use of other equally valid ways of testing student’s abilities and knowledge. Group presentations, continuous course evaluations, and presentations are just a few alternatives that could be employed. Such methods allow students to demonstrate the progress they are making and can encourage different ways of learning, which ultimately results in a fairer outcome.
In conclusion, the increasing reliance on formal examinations as a means of assessment is a worrying trend. There are so many other, and often better, ways of finding out how students are doing cooperative working and ongoing evaluation being two of them.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-30 | rafsunielts2019 | 89 | view |
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Grammar and spelling errors:
Line 13, column 144, Rule ID: THERE_RE_MANY[3]
Message: Possible agreement error. Did you mean 'betters', 'goods', 'wells'?
Suggestion: betters; goods; wells
...end. There are so many other, and often better, ways of finding out how students are d...
^^^^^^
Transition Words or Phrases used:
also, but, if, so, well, for instance, i feel, in conclusion, as a result, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 13.1623246493 99% => OK
Auxiliary verbs: 3.0 7.85571142285 38% => OK
Conjunction : 13.0 10.4138276553 125% => OK
Relative clauses : 7.0 7.30460921844 96% => OK
Pronoun: 19.0 24.0651302605 79% => OK
Preposition: 31.0 41.998997996 74% => OK
Nominalization: 8.0 8.3376753507 96% => OK
Performance on vocabulary words:
No of characters: 1661.0 1615.20841683 103% => OK
No of words: 294.0 315.596192385 93% => More content wanted.
Chars per words: 5.64965986395 5.12529762239 110% => OK
Fourth root words length: 4.14082457966 4.20363070211 99% => OK
Word Length SD: 3.15265758521 2.80592935109 112% => OK
Unique words: 190.0 176.041082164 108% => OK
Unique words percentage: 0.646258503401 0.561755894193 115% => OK
syllable_count: 517.5 506.74238477 102% => OK
avg_syllables_per_word: 1.8 1.60771543086 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 5.43587174349 92% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 21.0 20.2975951904 103% => OK
Sentence length SD: 33.1564781124 49.4020404114 67% => OK
Chars per sentence: 118.642857143 106.682146367 111% => OK
Words per sentence: 21.0 20.7667163134 101% => OK
Discourse Markers: 6.07142857143 7.06120827912 86% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 7.0 8.67935871743 81% => OK
Sentences with negative sentiment : 4.0 3.9879759519 100% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.215942065957 0.244688304435 88% => OK
Sentence topic coherence: 0.0693669714227 0.084324248473 82% => OK
Sentence topic coherence SD: 0.0628683718279 0.0667982634062 94% => OK
Paragraph topic coherence: 0.130529297936 0.151304729494 86% => OK
Paragraph topic coherence SD: 0.0463909447466 0.056905535591 82% => OK
Essay readability:
automated_readability_index: 15.7 13.0946893788 120% => OK
flesch_reading_ease: 33.24 50.2224549098 66% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 13.8 11.3001002004 122% => OK
coleman_liau_index: 15.49 12.4159519038 125% => OK
dale_chall_readability_score: 10.32 8.58950901804 120% => OK
difficult_words: 105.0 78.4519038076 134% => OK
linsear_write_formula: 9.0 9.78957915832 92% => OK
gunning_fog: 10.4 10.1190380762 103% => OK
text_standard: 16.0 10.7795591182 148% => OK
What are above readability scores?
---------------------
Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
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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.