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.
Albert Einstein said: “You do not really understand something unless you can explain it to your grandmother.” It is simple, via language we comprehend a fact; we explain a fact to ourselves primarily in order to learn the fact. Teachers can require students to repeat their procedure of learning with a louder voice as an explanation to others, or the students can be tasked with writing the whole related concepts about a fact. This makes the facts to be established in the students’ minds and unlike the other ways _ like a mere memorization_ is not limited to the time of exam which after some days most of the knowledge cannot be recalled.
Now, to recommend that teachers should evaluate the explanatory skills of students about the ideas, trends and concepts a fact illustrates, as the statement above does, does not always hold true. There are two alternative ways equally practicable comparing to the explanatory examination of students.
First, memorization. When a child goes to school, the logical faculty is not powerful enough to comprehend the whole concepts. At that time, he or she merely keeps the facts in mind. For example, we memorize that velocity is the change in location divided by time to have a hint of what the speed is. The concept of velocity will be conferred on students when they learn time-derivative of displacement that takes years to achieve the prerequisite mathematical skills. So we see that especially in lower ages the explanatory evaluation cannot be demanded from children as the only evaluating method.
Secondly, practical skills. Even when the students can explain the facts, they need to apply them in the real world. Aside from subjective courses like philosophy which is theoretical in essence, laboratories and workshops are very important in the assessment of students’ learning. The ultimate goal of education is to provide the skillful and knowledgeable persons to make careers, not dilettante or pedantic individuals with no use. To illustrate, consider a student of architecture. It is not enough for the student to have the ability to explain the facts, memorize, or understand facts about, for instance, the arches in the modern architecture. The student should in practice make a model of structures by using his or her knowledge that manifests: beauty, usage, and durability. Without the assessment of such student in workshops and in practice whole educational process would be inefficient.
In sum, in order to have a proper evaluation of the students’ learning, there is not a sole method to rely on. As discussed in the body paragraphs, there is a set of methods, each will help us in evaluating the knowledge of a student. Assessing the students’ ability to explain the ideas, trends and concepts of a fact, is so advisable, however, it cannot be regarded always as the superior method.
- 2.Scientists and other researchers should focus their research on areas that are likely to benefit the greatest number of people 80
- As we acquire more knowledge, things do not become more comprehensible, but more complex and mysterious. 73
- Three years ago because of flooding at the Western Palean Wildlife Preserve 100 lions and 100 western gazelles were moved to the East Palean Preserve an area that is home to most of the same species that are found in the western preserve though in larger 90
- The data from a survey of high school math and science teachers show that in the district of Sanlee many of these teachers reported assigning daily homework whereas in the district of Marlee most science and math teachers reported assigning homework no mo 78
- Some people claim that a nation's government should preserve its wilderness areas in their natural state. Others argue that these areas should be developed for potential economic gain.Write a response in which you discuss which view more closely aligns wi 80
Attribute Value Ideal
Score: 5.0 out of 6
Category: Very Good Excellent
No. of Grammatical Errors: 0 2
No. of Spelling Errors: 0 2
No. of Sentences: 23 15
No. of Words: 470 350
No. of Characters: 2313 1500
No. of Different Words: 236 200
Fourth Root of Number of Words: 4.656 4.7
Average Word Length: 4.921 4.6
Word Length SD: 2.877 2.4
No. of Words greater than 5 chars: 168 100
No. of Words greater than 6 chars: 135 80
No. of Words greater than 7 chars: 103 40
No. of Words greater than 8 chars: 62 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 20.435 21.0
Sentence Length SD: 8.777 7.5
Use of Discourse Markers (%): 0.304 0.12
Sentence-Text Coherence: 0.264 0.35
Sentence-Para Coherence: 0.469 0.50
Sentence-Sentence Coherence: 0.106 0.07
Number of Paragraphs: 5 5