During last twenty years, the assessment of students has undergone a major transformation. Many educational institutions have shifted their focus from traditional examination towards a variety of innovative assessment techniques, as they believe traditional examination results are not often true to student’s ability.
For more than a century, traditional examination to assess student’s ability was in place and this is still in use in many parts of the world. However, a more suitable and modern approach has been adopted by many schools and this is often regarded as a better technique to evaluate a pupil’s learning ability and knowledge. I personally believe that innovative modern assessment technique is more suitable.
To begin with, conventional exam system has a big flaw and this makes it very difficult to evaluate the true knowledge of a pupil. For instance, in conventional paper-based exam system, students can memorise answers to a few questions and pass the exam with a good grade. Someone with little knowledge on a subject can get a higher grade by memorising answers. On the contrary, the innovative approaches like group assignments, sudden quiz, hands-on tests etc. can reflect the actual level of student’s learning. This is why many educational institutions are shifting towards theses assessment tests from the traditional exam system and I really believe that this will, in the future, become the main evaluation technique.
Moreover, paper-based exam system allows students to cheat the exam and pass it without even studying hard. On the contrary, a student would not be able to pass a hands-on test or an open-book exam where he needs to propose a solution to a problem rather than writing answers from books. From my experience, I can tell that I had to study more to pass the sudden class tests than my term-finals as I had no clue what teachers would assess on these sudden tests. Many schools have already introduced few innovative assessment techniques due to their experience from the traditional tests and its limitations. The latest methods are in place because they are more suitable.
To conclude, the right technique to evaluate students is an important issue and no stone should be unturned to introduce the most effective way of doing it. Something is missing in the conventional exam system and I believe this is where the modern methods of evaluating fit in.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-03-09 | Saira Faiz | 73 | view |
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Transition Words or Phrases used:
however, if, moreover, really, so, still, for instance, on the contrary, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 13.1623246493 106% => OK
Auxiliary verbs: 8.0 7.85571142285 102% => OK
Conjunction : 12.0 10.4138276553 115% => OK
Relative clauses : 5.0 7.30460921844 68% => More relative clauses wanted.
Pronoun: 25.0 24.0651302605 104% => OK
Preposition: 45.0 41.998997996 107% => OK
Nominalization: 9.0 8.3376753507 108% => OK
Performance on vocabulary words:
No of characters: 1763.0 1615.20841683 109% => OK
No of words: 347.0 315.596192385 110% => OK
Chars per words: 5.08069164265 5.12529762239 99% => OK
Fourth root words length: 4.31600926901 4.20363070211 103% => OK
Word Length SD: 2.91840781989 2.80592935109 104% => OK
Unique words: 183.0 176.041082164 104% => OK
Unique words percentage: 0.527377521614 0.561755894193 94% => More unique words wanted or less content wanted.
syllable_count: 558.9 506.74238477 110% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 5.0 2.52805611222 198% => OK
Subordination: 0.0 2.10420841683 0% => More adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 7.0 4.76152304609 147% => OK
Performance on sentences:
How many sentences: 16.0 16.0721442886 100% => OK
Sentence length: 21.0 20.2975951904 103% => OK
Sentence length SD: 43.5961580876 49.4020404114 88% => OK
Chars per sentence: 110.1875 106.682146367 103% => OK
Words per sentence: 21.6875 20.7667163134 104% => OK
Discourse Markers: 5.375 7.06120827912 76% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 9.0 8.67935871743 104% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.20472511413 0.244688304435 84% => OK
Sentence topic coherence: 0.0707448317118 0.084324248473 84% => OK
Sentence topic coherence SD: 0.0830197291721 0.0667982634062 124% => OK
Paragraph topic coherence: 0.118927813753 0.151304729494 79% => OK
Paragraph topic coherence SD: 0.0510963165222 0.056905535591 90% => OK
Essay readability:
automated_readability_index: 13.3 13.0946893788 102% => OK
flesch_reading_ease: 50.16 50.2224549098 100% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.5 11.3001002004 102% => OK
coleman_liau_index: 12.18 12.4159519038 98% => OK
dale_chall_readability_score: 8.23 8.58950901804 96% => OK
difficult_words: 78.0 78.4519038076 99% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 10.4 10.1190380762 103% => OK
text_standard: 12.0 10.7795591182 111% => 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.