Some professors at universities give open-book exam, others do not. Which do you think is better and why.
In today's progressive and competitive world we live no one can turn blind eye to the significance of education. When it comes to whether exams should be open-book or not there are different ideas. Some proffessors hold the notion that it is better to evaluate their students ostudentk. Others inclined to set their exam traditionally by close-book. I think, the first group carries more weigh. I will explain my reasons in the following paragraphs.
First, open-book examination is more efficient than close-book. To elucidate, these kind of tests are not easier, they just emphasize the abilities other than simply recalling enformation. They try to accentuate analizing and deeper understanding materials and thinking creative. Moreover, they usually contain more than one soucre to study, and enhance search and finding relevant information in a critical circumstance. By doing so, students not just memorize the data from books, they also become a researcher and analyze what they have reaed. As you can see, open-note exams are closer to the goals of education, which is boosting students creative tsearching, finding required information within abundant resources. Therefore, it is more efficient than otherwise.
Second, it is not time consuming. To clarify, there are a lot of unnecessary details in the book, which is not worth to spend time to memorizing the. By open-book examination students could study the essential knowledge instead of focusing on unrelated names or years. They are sure if they need to some details they just need to open the book and find th page and write it down on their paper. Therefore this method is help with students to use their study time efficient, and manage it to extract most essential matter whitin their lesson.
Third, when students know that they have access to the book, they will relieve their stress, which boost their performance, and make evaluation prosecc more reliabe. As you know, there are many students, who study well but couldn't be their best on the exam. This is because they are under stress and endure exam anxiety. This pressure always take its toll on their function. In this way, the proffessors provide a stress-free environment to these students. They are sure if they couldn't call the information, the book is available. In this way, by decreasing the effect of stress the results will be more fair and close to the students real proficiency.
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| 2021-08-08 | zahrash75588 | 76 | view |
| 2020-12-13 | saamaan | 73 | view |
| 2020-07-24 | 地狱博士后 | 66 | view |
| 2020-07-24 | 地狱博士后 | 70 | view |
| 2019-11-05 | ankit.mittal | 63 | view |
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Grammar and spelling errors:
Line 1, column 275, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... it is better to evaluate their students ostudentk. Others inclined to set their ...
^^
Line 2, column 78, Rule ID: THIS_NNS[2]
Message: Did you mean 'this kind' or 'these kinds'?
Suggestion: this kind; these kinds
...fficient than close-book. To elucidate, these kind of tests are not easier, they just emph...
^^^^^^^^^^
Line 3, column 145, Rule ID: THE_SENT_END[1]
Message: Did you forget something after 'the'?
...s not worth to spend time to memorizing the. By open-book examination students could...
^^^^
Line 3, column 395, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Therefore,
... page and write it down on their paper. Therefore this method is help with students to us...
^^^^^^^^^
Line 5, column 224, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
...e are many students, who study well but couldnt be their best on the exam. This is beca...
^^^^^^^
Line 5, column 480, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
...o these students. They are sure if they couldnt call the information, the book is avail...
^^^^^^^
Transition Words or Phrases used:
also, but, first, if, moreover, second, so, therefore, third, well, i think, kind of, you know
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 8.0 11.0286738351 73% => More relative clauses wanted.
Pronoun: 44.0 43.0788530466 102% => OK
Preposition: 43.0 52.1666666667 82% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2027.0 1977.66487455 102% => OK
No of words: 395.0 407.700716846 97% => OK
Chars per words: 5.13164556962 4.8611393121 106% => OK
Fourth root words length: 4.45809453852 4.48103885553 99% => OK
Word Length SD: 2.77835154394 2.67179642975 104% => OK
Unique words: 224.0 212.727598566 105% => OK
Unique words percentage: 0.567088607595 0.524837075471 108% => OK
syllable_count: 622.8 618.680645161 101% => 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: 4.0 3.51792114695 114% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 25.0 20.6003584229 121% => OK
Sentence length: 15.0 20.1344086022 74% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.139743051 48.9658058833 78% => OK
Chars per sentence: 81.08 100.406767564 81% => OK
Words per sentence: 15.8 20.6045352989 77% => OK
Discourse Markers: 3.76 5.45110844103 69% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 8.0 4.88709677419 164% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.177372784337 0.236089414692 75% => OK
Sentence topic coherence: 0.0488562935537 0.076458572812 64% => OK
Sentence topic coherence SD: 0.0459423670099 0.0737576698707 62% => OK
Paragraph topic coherence: 0.11335806277 0.150856017488 75% => OK
Paragraph topic coherence SD: 0.0395570037257 0.0645574589148 61% => OK
Essay readability:
automated_readability_index: 10.6 11.7677419355 90% => Automated_readability_index is low.
flesch_reading_ease: 56.25 58.1214874552 97% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.1 10.1575268817 90% => OK
coleman_liau_index: 12.18 10.9000537634 112% => OK
dale_chall_readability_score: 8.58 8.01818996416 107% => OK
difficult_words: 105.0 86.8835125448 121% => OK
linsear_write_formula: 6.0 10.002688172 60% => Linsear_write_formula is low.
gunning_fog: 8.0 10.0537634409 80% => 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: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 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.