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.
Since the old times, educators have played a defining role in the lives of their students. The way they evaluate their pupils have changed a lot over the time, while traditionally this has been something that has been subjective to each educator, recently with advent of globalisation and a lot more opportunities for personal biases to creep in, a more standardized format has been implemented. The author claims that educators should base their assessment of the students' knowledge not on grasp of the facts but on the ability to explain the ideas and trends illustrating those facts. I disagree with the author on basis of following two reasons.
Firstly, there are numerous cases where the student is quite talented in understanding the core facts and concepts of a subject but is unable to express them as clearly as he or she would like to. This would put them at an undue disadvantage despite the fact their knowledge on a concept would be equal to or maybe greater than their peers. One example of this would be the case of Stephen Hawking, fortunately the world was able to witness his greatness and knowledge before he was afflicted by the terrible disease which took his ability to properly communicate, but had he been afflicted by this in his childhood when the technology wasn't developed enough to have helped him express his knowledge as clearly as he'd have liked, by author's standard he'd have been condoned to a life of mediocrity. One other example of this would be the case of the great mathematician S. Ramanujan. He was not accorded recognition in proportion to his talent primarily for two reasons - one, he was at a disadvantage when communicating his ideas due to English being his second language, two, he was not able to provide clear proof of the theorems he had published and thus was dismissed. Now that, his theorems have been proven and have been elucidated, he is regarded as one of the greatest mathematician of all time.
Secondly, in order to be a visionary, a true genius of a field, having a concrete grasp of an idea is much more important as compared to the ability to express them clearly. Many true geniuses of the world had amazing mind and an unmatchable work ethic but often lacked the ability to express their innovations to the world. In fact I'd argue many scientists in today's world are introverts and do not have the ability to illustrate their ideas as clearly as some of their counterparts. This does not diminish the stature of their work though. Leonardo Da Vinci is a big example of having great ideas and an inability to illustrate them clearly. He had designed and developed many rudimentary although flawed plans of things much ahead of his time such as helicopters and working of human anatomuy. His work was not recognised among his peers at the time maybe because of absurdity of it, or maybe because he coudldn't illustrate the nuances of his plans better. Although now he is considered one of the legends in field of art and the godfather of inventions.
I'd concede that author's point holds some weight in the fact that the ability of illustrate one's ideas is a key aspect to learning and communicating those ideas to the masses. It is only then that there'd be some practical aspect to these ideas. However I find this concept of assessment very provincial because we would lose many visionaries if we judge them by the degree to which they can explain their ideas. Often these ideas themselves might seem absurd to us currently and mistakenly we attribute it to the inability to illustrate them more lucidly. But it might be the case that we simply lack the knowledge exhaustive enough to comprehend it.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-07-26 | maddo4568 | view | |
| 2023-10-18 | raghavchauhan619 | 66 | view |
| 2023-07-25 | Victory | 50 | view |
| 2023-07-25 | Gnyana | 66 | view |
| 2022-07-06 | Soumyadip Kar | 66 | view |
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Grammar and spelling errors:
Line 1, column 466, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ors should base their assessment of the students knowledge not on grasp of the facts but...
^^^^^^^^
Line 2, column 636, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wasn't
...is in his childhood when the technology wasnt developed enough to have helped him exp...
^^^^^
Line 2, column 714, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: he'd
...him express his knowledge as clearly as hed have liked, by authors standard hed hav...
^^^
Line 2, column 750, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: he'd
... as hed have liked, by authors standard hed have been condoned to a life of mediocr...
^^^
Line 3, column 333, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: I'd
...their innovations to the world. In fact Id argue many scientists in todays world a...
^^
Line 3, column 336, Rule ID: HE_VERB_AGR[8]
Message: The proper name in singular (Id) must be used with a third-person verb: 'argues'.
Suggestion: argues
...ir innovations to the world. In fact Id argue many scientists in todays world are int...
^^^^^
Line 4, column 1, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: I'd
...f art and the godfather of inventions. Id concede that authors point holds some w...
^^
Line 4, column 4, Rule ID: MASS_AGREEMENT[1]
Message: Consider using third-person verb forms for singular and mass nouns: 'concedes'.
Suggestion: concedes
...rt and the godfather of inventions. Id concede that authors point holds some weight in...
^^^^^^^
Line 4, column 4, Rule ID: HE_VERB_AGR[8]
Message: The proper name in singular (Id) must be used with a third-person verb: 'concedes'.
Suggestion: concedes
...rt and the godfather of inventions. Id concede that authors point holds some weight in...
^^^^^^^
Line 4, column 92, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...the fact that the ability of illustrate ones ideas is a key aspect to learning and c...
^^^^
Line 4, column 196, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: there'd
...eas to the masses. It is only then that thered be some practical aspect to these ideas...
^^^^^^
Line 4, column 244, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...e some practical aspect to these ideas. However I find this concept of assessment very ...
^^^^^^^
Transition Words or Phrases used:
but, first, firstly, however, if, may, second, secondly, so, then, thus, while, as to, in fact, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 74.0 33.0505617978 224% => Less pronouns wanted
Preposition: 88.0 58.6224719101 150% => OK
Nominalization: 5.0 12.9106741573 39% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3030.0 2235.4752809 136% => OK
No of words: 636.0 442.535393258 144% => Less content wanted.
Chars per words: 4.7641509434 5.05705443957 94% => OK
Fourth root words length: 5.02185627292 4.55969084622 110% => OK
Word Length SD: 2.74228121595 2.79657885939 98% => OK
Unique words: 296.0 215.323595506 137% => OK
Unique words percentage: 0.465408805031 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 974.7 704.065955056 138% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 89.0702872346 60.3974514979 147% => OK
Chars per sentence: 131.739130435 118.986275619 111% => OK
Words per sentence: 27.652173913 23.4991977007 118% => OK
Discourse Markers: 4.47826086957 5.21951772744 86% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 12.0 7.80617977528 154% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.246439502525 0.243740707755 101% => OK
Sentence topic coherence: 0.0834409312899 0.0831039109588 100% => OK
Sentence topic coherence SD: 0.146544174977 0.0758088955206 193% => OK
Paragraph topic coherence: 0.170773742756 0.150359130593 114% => OK
Paragraph topic coherence SD: 0.0844751214679 0.0667264976115 127% => OK
Essay readability:
automated_readability_index: 14.8 14.1392134831 105% => OK
flesch_reading_ease: 52.53 48.8420337079 108% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.6 12.1743820225 103% => OK
coleman_liau_index: 10.62 12.1639044944 87% => OK
dale_chall_readability_score: 8.45 8.38706741573 101% => OK
difficult_words: 140.0 100.480337079 139% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.