Over the past decades, the improvement of educational quality has never ceased to draw public attention and provoke debates. Although educationalists have taken various measures to improve the outcomes of education, the issue as to whether student's judgement on teacher's performance should be acceptable remains controversial. In my opinion, it is beneficial, crucial for both teachers and students for the following reasons.
Firstly, it is important to recognize that teachers can make adjustment to pedagogical methods thanks to the appraisal of students. Some may argue that this policy makes teachers fell powerless and results in class-disorder. This argument could be true to some extent. However, the should take into account of the fact that the sustainability of teacher's performance is subject to changes overtime. For example, it is ever-present problems that teachers cannot maintain the stability of their punctuality, legibility the interpretation of abstract concepts. Therefore, students who have frequent interaction with teachers may understand their teacher's performance the best and make the most neutral, impartial, unbiased assessments to help teachers modify their skills, methods. This example indicates that students should be given invitation to evaluate the commitment of teachers.
Secondly, less visible as it is, another benefit of student's appraisal on their teachers is that it sharpens soft skills that are essential in their latter career life. The opponents may argue that students could be misguided and consider teacher inferior to them. Nevertheless, they should take into consideration the fact that students could develop critical thinking skill, radical thinking skill that are non-transformable by theological subjects. For instance, by giving feedbacks, comments, reviews about teachers, students are judging the right from the wrong. In the long run, it is a stepping-stone for students to practice showing creative, initiative ideas regardless of social prejudices, public believes. This example shows that if educators wish to produce students who can pave the way into new road and be pioneers with divergent ideas, the should encourage students to evaluate their teachers.
In conclusion, under no circumstances should educators prohibit the involvement of students in teacher appraisal because their assessment is advantageous to not only teachers but also students as mentioned above.
- The table below describes the number of employees and factories in England and Wales from 1851 to 1901. 73
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- People living in large cities today face many problems in their everyday life. What are these problems? Should governments encourage people to move to smaller regional towns? 84
- Some say that the most important thing about being rich is that one has the opportunity to help other. To what extent do you agree or disagree? 84
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Grammar and spelling errors:
Line 1, column 227, Rule ID: WHETHER[6]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "as to"?
Suggestion: whether
...ve the outcomes of education, the issue as to whether students judgement on teachers performa...
^^^^^^^^^^^^^
Line 1, column 263, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...sue as to whether students judgement on teachers performance should be acceptable remain...
^^^^^^^^
Line 2, column 141, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'argues'.
Suggestion: argues
... to the appraisal of students. Some may argue that this policy makes teachers fell po...
^^^^^
Line 2, column 381, Rule ID: TO_NON_BASE[1]
Message: The verb after "to" should be in the base form: 'change'.
Suggestion: change
...y of teachers performance is subject to changes overtime. For example, it is ever-prese...
^^^^^^^
Transition Words or Phrases used:
also, but, first, firstly, however, if, may, nevertheless, second, secondly, so, therefore, as to, for example, for instance, in conclusion, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 13.1623246493 122% => OK
Auxiliary verbs: 15.0 7.85571142285 191% => OK
Conjunction : 7.0 10.4138276553 67% => OK
Relative clauses : 13.0 7.30460921844 178% => OK
Pronoun: 31.0 24.0651302605 129% => Less pronouns wanted
Preposition: 47.0 41.998997996 112% => OK
Nominalization: 17.0 8.3376753507 204% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2085.0 1615.20841683 129% => OK
No of words: 358.0 315.596192385 113% => OK
Chars per words: 5.82402234637 5.12529762239 114% => OK
Fourth root words length: 4.34981470047 4.20363070211 103% => OK
Word Length SD: 3.11874604382 2.80592935109 111% => OK
Unique words: 206.0 176.041082164 117% => OK
Unique words percentage: 0.575418994413 0.561755894193 102% => OK
syllable_count: 622.8 506.74238477 123% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 5.43587174349 147% => OK
Article: 5.0 2.52805611222 198% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 6.0 4.76152304609 126% => OK
Performance on sentences:
How many sentences: 17.0 16.0721442886 106% => OK
Sentence length: 21.0 20.2975951904 103% => OK
Sentence length SD: 48.0145594989 49.4020404114 97% => OK
Chars per sentence: 122.647058824 106.682146367 115% => OK
Words per sentence: 21.0588235294 20.7667163134 101% => OK
Discourse Markers: 9.05882352941 7.06120827912 128% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 4.0 5.01903807615 80% => OK
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 5.0 3.9879759519 125% => OK
Sentences with neutral sentiment: 1.0 3.4128256513 29% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.210154350384 0.244688304435 86% => OK
Sentence topic coherence: 0.0707202409518 0.084324248473 84% => OK
Sentence topic coherence SD: 0.0505900727832 0.0667982634062 76% => OK
Paragraph topic coherence: 0.131908270319 0.151304729494 87% => OK
Paragraph topic coherence SD: 0.0384639213313 0.056905535591 68% => OK
Essay readability:
automated_readability_index: 16.5 13.0946893788 126% => OK
flesch_reading_ease: 41.7 50.2224549098 83% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 16.48 12.4159519038 133% => OK
dale_chall_readability_score: 9.93 8.58950901804 116% => OK
difficult_words: 119.0 78.4519038076 152% => OK
linsear_write_formula: 9.0 9.78957915832 92% => OK
gunning_fog: 10.4 10.1190380762 103% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
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Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 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.