Official exams are often used by many countries as a way of evaluating the students by the end of each academic term. These exams are used by universities to evaluate student’s learning ability throughout the year. However, there are other measures to judge above such as conducting practical session, interviews and questionnaire with students.
Formal tests are conducted by institutions to determine where the student stands in terms of understanding the subject matter. These help school authorities to differentiate students in academic level. Moreover, they get a view of their education system whether it is helpful for students or not. My father is Head of the department in a university deals with the good amount of students in his area. Exams help him to verify if his teaching methods are beneficial to students. Also, he generally asks toppers to guide average students to get a better score in exams. Therefore, the official form of written exams held at universities plays an enormous role in student’s academic growth.
On the other hand, conducting face-to-face interviews with the student about the subject, practical or hands-on experience of the task and question-answer sessions on a particular topic can be considered as other ways to rectify students’ knowledge. Practical implementation help person to get a real life experience of anything which he or she may not be able to understand in writing. Interviews improve student’s confidence in communication. The questionnaire with students provides the teacher with the clarity of teaching method and the visibility of student’s concentration level in the class. Due to the above reasons, these different ways can also be used for evaluation by schools.
Exams are ideal practices of identifying the knowledge level of students, whereas other methods explained above are of similar weight as written exams for student’s examination. These methods not only help universities to reform their education system but also helps students to learn from their mistakes.
Grammar and spelling errors:
Line 3, column 470, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Also,
...ing methods are beneficial to students. Also he generally asks toppers to guide aver...
^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...le in student's academic growth. On the other hand, conducting face-to-fa...
^^^
Transition Words or Phrases used:
also, but, however, if, may, moreover, so, therefore, whereas, such as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 13.1623246493 91% => OK
Auxiliary verbs: 3.0 7.85571142285 38% => OK
Conjunction : 7.0 10.4138276553 67% => OK
Relative clauses : 2.0 7.30460921844 27% => More relative clauses wanted.
Pronoun: 16.0 24.0651302605 66% => OK
Preposition: 58.0 41.998997996 138% => OK
Nominalization: 12.0 8.3376753507 144% => OK
Performance on vocabulary words:
No of characters: 1734.0 1615.20841683 107% => OK
No of words: 309.0 315.596192385 98% => OK
Chars per words: 5.61165048544 5.12529762239 109% => OK
Fourth root words length: 4.1926597562 4.20363070211 100% => OK
Word Length SD: 3.2748378589 2.80592935109 117% => OK
Unique words: 175.0 176.041082164 99% => OK
Unique words percentage: 0.566343042071 0.561755894193 101% => OK
syllable_count: 545.4 506.74238477 108% => OK
avg_syllables_per_word: 1.8 1.60771543086 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 5.43587174349 110% => OK
Article: 0.0 2.52805611222 0% => OK
Subordination: 0.0 2.10420841683 0% => More adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 1.0 4.76152304609 21% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 17.0 16.0721442886 106% => OK
Sentence length: 18.0 20.2975951904 89% => OK
Sentence length SD: 45.0750239652 49.4020404114 91% => OK
Chars per sentence: 102.0 106.682146367 96% => OK
Words per sentence: 18.1764705882 20.7667163134 88% => OK
Discourse Markers: 5.23529411765 7.06120827912 74% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 13.0 8.67935871743 150% => OK
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
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: 0.245853244365 0.244688304435 100% => OK
Sentence topic coherence: 0.0884021758095 0.084324248473 105% => OK
Sentence topic coherence SD: 0.0741897813957 0.0667982634062 111% => OK
Paragraph topic coherence: 0.175756523067 0.151304729494 116% => OK
Paragraph topic coherence SD: 0.0747448909837 0.056905535591 131% => OK
Essay readability:
automated_readability_index: 14.1 13.0946893788 108% => OK
flesch_reading_ease: 36.28 50.2224549098 72% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 14.96 12.4159519038 120% => OK
dale_chall_readability_score: 9.03 8.58950901804 105% => OK
difficult_words: 88.0 78.4519038076 112% => OK
linsear_write_formula: 9.0 9.78957915832 92% => OK
gunning_fog: 9.2 10.1190380762 91% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 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.