Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Student’s assessment is a basic part of education system. It is essential to be determined in order to decide, whether or not the student is prepared for the next stage. The assessment’s criteria measure specific traits and skill of the learner. Focusing on rather abilities than facts guarantees, that the learner is capable to comprehend such information, analyse, criticise and conclude. I mostly agree with the suggestion, that the assessment procedure shall concentrate on skills to demonstrate facts and not only on understanding it due to the following three reasons:
First of all, most schools have the same scoring system, which depends on marks, exams little application. Sometimes, it is time consuming to both understand facts and be able to explain how this fact happened. For instance, in learning language, knowing the origin of each word is just a waste of time. Thus, focusing on theoretical knowledge in such subjects are more beneficial to students, because this will be an indicator mastering a language for example.
Secondly, teaching by doing proved to be the most effective technique to deliver information. Yet, in order to do so, the learner has to be able to not only comprehending facts, but also explaining it. Many sciences were based on understanding facts, explaining why these certainties happen and developing it. For instance, when the Apple has fallen besides Newton, he could possibly understand the fact only – the apple is on the ground – but he actually explained it, analyse it and came to the origin of the gravity. Thus, developing a mere fact that is almost ignorable by everyone else led to the progression of science. Applying this to students, introducing general facts in front of them and watching how they are going to react is the best technique, so that they can learn skills.
Finally, the idea of having abilities is the best engine of any student. Imagine an engineering student, who can build circuits that can solve everyday problems, in order to create these circuits, he has to read some books. Consequently, he will read it passionately, as he knows that, it is not only important to read this book to create something but also, he will be graded on the workability of his project. Unlike another student in the same department, who needs to read a book to get a score in a theoretical exam, that focuses only on assuring, that students understand all theories. Thus, converging on teaching skills will lead to a skilful person, who has abilities rather than thoughts, solid understanding rather theoretical background and speaking of facts rather than opinions.
In conclusion, the assessment’s criteria is complex and subject dependant. Therefore, there is no easy answer without involving other factors such as: the goal of the subject, importance of theoretical and practical knowledge.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-11-25 | ekarumeblessing@icloud.com | 54 | view |
| 2024-10-19 | Celestina Asantewaa | 83 | view |
| 2024-10-03 | shivamzala17 | 75 | view |
| 2024-08-26 | aaa111 | 33 | view |
| 2024-06-30 | Abraham04 | 58 | view |
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Grammar and spelling errors:
Line 1, column 117, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
...al to be determined in order to decide, whether or not the student is prepared for the next st...
^^^^^^^^^^^^^^
Line 5, column 371, Rule ID: MAY_COULD_POSSIBLY[1]
Message: Use simply 'could'.
Suggestion: could
...the Apple has fallen besides Newton, he could possibly understand the fact only – the apple is...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
actually, also, besides, but, consequently, finally, first, if, second, secondly, so, therefore, thus, as to, for example, for instance, in conclusion, speaking of, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 34.0 33.0505617978 103% => OK
Preposition: 61.0 58.6224719101 104% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 2419.0 2235.4752809 108% => OK
No of words: 467.0 442.535393258 106% => OK
Chars per words: 5.17987152034 5.05705443957 102% => OK
Fourth root words length: 4.64867537961 4.55969084622 102% => OK
Word Length SD: 3.03652035543 2.79657885939 109% => OK
Unique words: 256.0 215.323595506 119% => OK
Unique words percentage: 0.54817987152 0.4932671777 111% => OK
syllable_count: 738.0 704.065955056 105% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 55.6051841822 60.3974514979 92% => OK
Chars per sentence: 115.19047619 118.986275619 97% => OK
Words per sentence: 22.2380952381 23.4991977007 95% => OK
Discourse Markers: 8.85714285714 5.21951772744 170% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0505823858269 0.243740707755 21% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0149379740898 0.0831039109588 18% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0192146156407 0.0758088955206 25% => Sentences are similar to each other.
Paragraph topic coherence: 0.0288224102852 0.150359130593 19% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0249363128527 0.0667264976115 37% => 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: 14.1 14.1392134831 100% => OK
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 13.06 12.1639044944 107% => OK
dale_chall_readability_score: 8.72 8.38706741573 104% => OK
difficult_words: 118.0 100.480337079 117% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 Out of 6
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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.