For schools, assessing teachers’ teaching efficiency is a very important issue. But is it better for other teachers to assess or let students assess teachers?
In this progressive and sophisticated world, educational matters play a significant role in the lives of human beings since they mainly determine the level of success and progress in societies. In this matter, being taught by skillful teachers who are able to convey their messages effectively is of high importance. While many people hold the opinion that students themselves should evaluate a teacher`s ability, others believe that other teachers should assess a teacher`s teaching skill. As far as I am concerned, I agree with the latter perspective and believe that teachers should express their opinions about the skills and abilities of their co-workers and be assessed by each other. The reasons to substantiate my point of view is elaborated upon hereunder.
To begin with, I am of the opinion that students are not mature and informative enough to be able to assess a teacher`s teaching skill fairly. To put it in other world, they might take into account some personal opinions for evaluating the capabilities of teachers which are not accurate and realistic. For example, When I was a high school student, although schools mostly assessed their teacher`s teaching efficiency by a committee made up of some experienced and knowledgeable teachers, our school decided to try a novel policy. The administrator asked us to select the teachers we were eager to be taught by them according to our experience. This posed numerous problems since students not only could not adjust their selected teachers but also most of them were willing to eliminate some teachers solely owing to being punished or being assigned with multiple tasks by them. Consequently, the selected teachers were not the best ones because they had been chosen based on criteria which had nothing to do with teaching capability. Hence, most students suffered from that new policy, and their grades dropped dramatically. Had we not been able to choose our teachers according to our thoughts, we would have not experienced those tough days.
Moreover, teachers mostly are aware of the pivotal and fundamental teaching skills and abilities that a skillful teacher should enjoy. To be more specific, they spend a great deal of their life not only majoring in this field but also communicating with various teachers. My mother`s experience is a compelling example of this notion. She is a high school teacher who has been working in this filed for years. She works in a popular school in which at the beginning of every semester, some of the other experienced teachers and she gather together to assess their school`s teacher`s performance. As a consequence, that school enjoys the best teachers who are able to interact with students effectively in not only educational issues but also extracurricular activities. I think without asking other teachers to express their ideas about each other that school was not able to become that much well-known.
In conclusion, having all the aforementioned reasons and examples into account, I think teacher`s teaching capability should be assessed by other teachers, not students. This is because not only students are not able to evaluate teaching skills since they will utilize items that are of trivial importance, and in some cases are biased but also other teachers are more familiar with teaching skills.
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Grammar and spelling errors:
Line 5, column 491, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...ich at the beginning of every semester, some of the other experienced teachers and she gath...
^^^^^^^^^^^
Line 5, column 538, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'she' must be used with a third-person verb: 'gathers'.
Suggestion: gathers
... the other experienced teachers and she gather together to assess their school's ...
^^^^^^
Transition Words or Phrases used:
also, but, consequently, hence, if, moreover, so, well, while, for example, i think, in conclusion, in some cases, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 30.0 15.1003584229 199% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 56.0 43.0788530466 130% => Less pronouns wanted
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2832.0 1977.66487455 143% => OK
No of words: 537.0 407.700716846 132% => OK
Chars per words: 5.27374301676 4.8611393121 108% => OK
Fourth root words length: 4.81386128306 4.48103885553 107% => OK
Word Length SD: 2.97320794108 2.67179642975 111% => OK
Unique words: 254.0 212.727598566 119% => OK
Unique words percentage: 0.472998137803 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 872.1 618.680645161 141% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 49.7600232853 48.9658058833 102% => OK
Chars per sentence: 128.727272727 100.406767564 128% => OK
Words per sentence: 24.4090909091 20.6045352989 118% => OK
Discourse Markers: 5.81818181818 5.45110844103 107% => 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 : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.381576702322 0.236089414692 162% => OK
Sentence topic coherence: 0.128597867052 0.076458572812 168% => OK
Sentence topic coherence SD: 0.098194246968 0.0737576698707 133% => OK
Paragraph topic coherence: 0.277736841872 0.150856017488 184% => OK
Paragraph topic coherence SD: 0.0187384669458 0.0645574589148 29% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.6 11.7677419355 133% => OK
flesch_reading_ease: 47.12 58.1214874552 81% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 13.58 10.9000537634 125% => OK
dale_chall_readability_score: 8.59 8.01818996416 107% => OK
difficult_words: 128.0 86.8835125448 147% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 9.0 10.247311828 88% => 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.