Schools always collect information about teachers' teaching performance and give rewards to those teachers who perform well. Which way do you think is more useful?
1. to evaluate teachers' performance by students
2. to evaluate teachers' performance by teachers
Use specific reasons and examples to support your answer.
A teacher is generally regarded by many an authoritative role in teaching activities and being a teacher requires solid academic ground in the subject which the teacher specializes in. Therefore, teachers’ teaching performance should be assessed by teachers, who have been trained in teaching methodology and thus are more professional in evaluating process. However, as far as I’m concerned, it is more useful for schools to collect information about teachers’ performance and allocate rewards to those who perform well based on students’ evaluations.
To start off, it is more reasonable and effective if students evaluate teachers’ teaching performance. Because students are the direct receivers in everyday teaching activities. They are better acquainted with their teachers’ teaching performance either in teaching expertise or teaching styles. They can judge whether their teachers’ methods are effective for them or not in a long run. Whereas, other teachers are not able to know well the teacher’s teaching performance by attending only one demo class of the teacher being evaluated. Since a teacher’s overall performance shouldn’t and can’t be assessed merely through several class demonstrations, evaluation for teachers’ performance from their colleague teachers shouldn’t be seen as reasonable and valid enough. In addition, teachers are supposed to respond to students, not to their colleagues nor supervisors. An experienced teacher should prepare teaching materials and give assignments based on students’ learning abilities. Teaching adjustment is always necessary in making lesson plan. This process, however, may conflict with the standard curriculum plan that schools assign. In this case, the teacher will probably choose to conform to the standard lesson plan to appeal to his or her peers and the school’s authority if his or her teaching performance is evaluated by them. Therefore, it is essential to design a valid evaluation system to incentivize teachers to respond to students rather than others.
Secondly, students are more inclined to give more objective evaluations compared with other teachers. Students tend to make assessments according to the teacher’s teaching expertise and popularity among students, while other teachers might give unfair evaluations due to the competition existing among them. If one teacher takes the lead in evaluation ranking, his or her peer teachers may seem uncompetitive by comparison. Biased comments might be given by other teachers out of defenses for their own interests. So, if schools reward teachers based on other teachers’ assessment, there may be more chances of controversy arisen regarding to the fairness of the process. Also, this may lead to a detrimental trend that teachers will no longer respond to students’ wellbeing, but concentrate more on how to make friends with their colleagues and supervisors, which will further increase the bias and controversy of the evaluation process.
In all, it is necessary for schools to adopt both students’ and teachers’ evaluations in order to be objective for assessing a teacher’s performance. However, it is unreasonable to focus on the latter. It is more useful to evaluate a teacher’s performance by students because they have more reasonable and objective considerations compared with other teachers.
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Grammar and spelling errors:
Line 2, column 108, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Because” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...te teachers' teaching performance. Because students are the direct receivers in ev...
^^^^^^^
Line 4, column 380, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...iderations compared with other teachers.
^^^
Transition Words or Phrases used:
also, but, however, if, may, regarding, second, secondly, so, therefore, thus, well, whereas, while, in addition
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 15.1003584229 166% => OK
Auxiliary verbs: 13.0 9.8082437276 133% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 6.0 11.0286738351 54% => More relative clauses wanted.
Pronoun: 31.0 43.0788530466 72% => OK
Preposition: 71.0 52.1666666667 136% => OK
Nominalization: 18.0 8.0752688172 223% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2940.0 1977.66487455 149% => OK
No of words: 504.0 407.700716846 124% => OK
Chars per words: 5.83333333333 4.8611393121 120% => OK
Fourth root words length: 4.73813722054 4.48103885553 106% => OK
Word Length SD: 3.42180402074 2.67179642975 128% => OK
Unique words: 235.0 212.727598566 110% => OK
Unique words percentage: 0.46626984127 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 900.9 618.680645161 146% => OK
avg_syllables_per_word: 1.8 1.51630824373 119% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 57.9170863294 48.9658058833 118% => OK
Chars per sentence: 122.5 100.406767564 122% => OK
Words per sentence: 21.0 20.6045352989 102% => OK
Discourse Markers: 4.66666666667 5.45110844103 86% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 1.0 3.85842293907 26% => More negative sentences wanted.
Sentences with neutral sentiment: 10.0 4.88709677419 205% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.595155311292 0.236089414692 252% => OK
Sentence topic coherence: 0.204775822306 0.076458572812 268% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.136112813575 0.0737576698707 185% => OK
Paragraph topic coherence: 0.452718333287 0.150856017488 300% => Maybe some contents are duplicated.
Paragraph topic coherence SD: 0.106464900982 0.0645574589148 165% => OK
Essay readability:
automated_readability_index: 16.5 11.7677419355 140% => OK
flesch_reading_ease: 33.24 58.1214874552 57% => Flesch_reading_ease is low.
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 16.53 10.9000537634 152% => OK
dale_chall_readability_score: 8.75 8.01818996416 109% => OK
difficult_words: 130.0 86.8835125448 150% => OK
linsear_write_formula: 16.5 10.002688172 165% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 17.0 10.247311828 166% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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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.