Too much emphasis is placed on testing these days. The need to prepare for tests and examinations is a restriction on teachers and also exerts unnecessary pressure on young learners.
How far do you agree or disagree with this view?
It is sometimes argued that the assessments not only limit the trainers but also make young pupils feel more anxious as the tests’ role has been increasing dramatically. While this thinking is valid to a certain extent, I believe that evaluation systems also have numerous advantages in both teachers and learners.
On the one hand, there are many compelling reasons why testing young learners has numerous negative impacts on the learning process. Firstly, teachers’ performance and ability to teach would be affected if we always focus on providing competition. For instance, the lecturers just need to fulfill the parents’ expectations by teaching test-based knowledge to provide higher academic results. As a result, less useful knowledge or life skills would be taught. Secondly, placing too much concentration on examinations would have an adverse bearing on young students. This is due to the fact that they do not have enough time to develop other skills, except cramming for the exams. Moreover, assessments always make them feel anxious and pressure, which increases the rate of dropping out of school.
Despite these above benefits, I would contend that tests are still essential for teachers and children. On the lecturers’ level, this plays as a formative assessment, which illustrates the students’ weakness and strength. By estimating the young learners more frequently, the teachers would know which aspects do their children understand or not. This plays a vital role for tutors to suggest young peers the most suitable job career. Furthermore, on the children’s level, assessments also have a number of effects. According to a recent survey, most of the interviewers said that they just learned when the exam was getting close. Hence, the evaluation motivates their inspiration, which makes them to focus on learning and pass other bad habits
In conclusion, while some maintain that there is no need to provide the assessment due to its impact on teachers as well as young learners, I believe that it is better to estimate their knowledge regularly by providing tests.
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- H
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Grammar and spelling errors:
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Suggestion:
...antages in both teachers and learners. On the one hand, there are many compelli...
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Message: Possible typo: you repeated a whitespace
Suggestion:
...us on learning and pass other bad habits In conclusion, while some maintain that ...
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Transition Words or Phrases used:
also, but, first, firstly, furthermore, hence, if, moreover, second, secondly, so, still, well, while, for instance, in conclusion, as a result, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 13.1623246493 84% => OK
Auxiliary verbs: 7.0 7.85571142285 89% => OK
Conjunction : 9.0 10.4138276553 86% => OK
Relative clauses : 12.0 7.30460921844 164% => OK
Pronoun: 26.0 24.0651302605 108% => OK
Preposition: 33.0 41.998997996 79% => OK
Nominalization: 9.0 8.3376753507 108% => OK
Performance on vocabulary words:
No of characters: 1778.0 1615.20841683 110% => OK
No of words: 333.0 315.596192385 106% => OK
Chars per words: 5.33933933934 5.12529762239 104% => OK
Fourth root words length: 4.27180144563 4.20363070211 102% => OK
Word Length SD: 2.85567112257 2.80592935109 102% => OK
Unique words: 199.0 176.041082164 113% => OK
Unique words percentage: 0.597597597598 0.561755894193 106% => OK
syllable_count: 522.0 506.74238477 103% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 8.0 4.76152304609 168% => OK
Performance on sentences:
How many sentences: 16.0 16.0721442886 100% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 60.4666424051 49.4020404114 122% => OK
Chars per sentence: 111.125 106.682146367 104% => OK
Words per sentence: 20.8125 20.7667163134 100% => OK
Discourse Markers: 9.6875 7.06120827912 137% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 10.0 8.67935871743 115% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.213689856876 0.244688304435 87% => OK
Sentence topic coherence: 0.0668070421346 0.084324248473 79% => OK
Sentence topic coherence SD: 0.0481441383637 0.0667982634062 72% => OK
Paragraph topic coherence: 0.121143392806 0.151304729494 80% => OK
Paragraph topic coherence SD: 0.0409634329163 0.056905535591 72% => OK
Essay readability:
automated_readability_index: 14.1 13.0946893788 108% => OK
flesch_reading_ease: 51.18 50.2224549098 102% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.1 11.3001002004 98% => OK
coleman_liau_index: 13.69 12.4159519038 110% => OK
dale_chall_readability_score: 9.37 8.58950901804 109% => OK
difficult_words: 100.0 78.4519038076 127% => OK
linsear_write_formula: 11.5 9.78957915832 117% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 10.0 10.7795591182 93% => OK
What are above readability scores?
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Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 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.