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.
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.
It has always been an issue for teachers to rely the material to their students and it is even more difficult to assess the how well they are able to comprehend the material. I agree that the best way to assess a students learning is not the students grasps of facts but rather the ability to explain the ideas, trends and the facts. teachers can do this by having students explain their understanding of a topic in their own words while giving examples and teaching the topics to current and future students. while assessing a student based on the idea of grasping facts is a way of seeing if a student understands the information, it is still not a best way to gauge a students ability to take in and apply the knowledge.
One way in which we can assess a students comprehesion of an idea or theory is to have them explain it in their own words. The student must first be given the information, which then must process. once this occurs, now the educator can see how a student would explain the idea while using little to no words within the original statement. this drives the student to critically think about how the concept functions outside of the theoretical realm. Lets take the theory of evolution. A student will accept the information, explain what it is back to the teacher with an added example showing it physically happens as such as the theory of evolution of Homo- species from quadrapedal to bipedal. this is one way in which you can assess a students comprehension of a idea.
An educator can also determine students understanding of material by having the student teach their peers and future students. once a student can understand a concept at a deeper level, a teacher can have the student become an assistant, explaining the idea to other students, both current and future. Speaking for myself, I have been a tutor for a handful of classes at San Diego State for courses such as human Anatomy, human physiology and Exercise physiology. how I came to become one was by coming to a deeper understanding of the concepts, applying them to real world examples and situations, working with other students to assist them with their understanding leading the teacher to ask me to become a teaching assistant. this is what I believe the best way to assess students understanding of the course material.
While, assessing a students abilities by comprehending facts is a one way, such as simple definitions, reciting numbers and identifying terms, all of which is seen on many exams and standardized tests, they fail to be fully understood by most students because it is just memorization and not application. Due to this issue, that is why the above examples are the best way in which assess a student.
It is a tough task to assess a students absorption of material, it is quite easy to do if educators are using simple definition, defining and standardized tests to determine it, but if they really want to assess, theys hould have their students explain and apply the ideas and theories whcih allows them to connect them to the real world and that us way I strongly agree with the prompt.
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- 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 Write a response in which you discuss the extent to which you agree or disag 62
Grammar and spelling errors:
Line 1, column 121, Rule ID: THE_HOW[1]
Message: Did you mean 'how'?
Suggestion: how
...and it is even more difficult to assess the how well they are able to comprehend the ma...
^^^^^^^
Line 1, column 335, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Teachers
...xplain the ideas, trends and the facts. teachers can do this by having students explain ...
^^^^^^^^
Line 1, column 511, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: While
... topics to current and future students. while assessing a student based on the idea o...
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Line 1, column 650, Rule ID: THE_SUPERLATIVE[1]
Message: Use 'the' with the superlative.
Suggestion: the
...stands the information, it is still not a best way to gauge a students ability to...
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Line 1, column 672, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
..., it is still not a best way to gauge a students ability to take in and apply the knowle...
^^^^^^^^
Line 4, column 32, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...e. One way in which we can assess a students comprehesion of an idea or theory is to...
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Line 4, column 198, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Once
...e information, which then must process. once this occurs, now the educator can see h...
^^^^
Line 4, column 340, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: This
...no words within the original statement. this drives the student to critically think ...
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Line 4, column 450, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
...tions outside of the theoretical realm. Lets take the theory of evolution. A student...
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Line 4, column 696, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: This
...o- species from quadrapedal to bipedal. this is one way in which you can assess a st...
^^^^
Line 4, column 738, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...is is one way in which you can assess a students comprehension of a idea. An educa...
^^^^^^^^
Line 4, column 764, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
... can assess a students comprehension of a idea. An educator can also determ...
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Line 7, column 128, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Once
... teach their peers and future students. once a student can understand a concept at a...
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Line 7, column 465, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: How
...man physiology and Exercise physiology. how I came to become one was by coming to a...
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Line 7, column 730, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: This
... ask me to become a teaching assistant. this is what I believe the best way to asses...
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Line 7, column 823, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...s understanding of the course material. While, assessing a students abilities by...
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Line 12, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...est way in which assess a student. It is a tough task to assess a students ...
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Line 13, column 32, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
... It is a tough task to assess a students absorption of material, it is quite eas...
^^^^^^^^
Transition Words or Phrases used:
also, but, first, if, really, so, still, then, well, while, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 70.0 58.6224719101 119% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2587.0 2235.4752809 116% => OK
No of words: 545.0 442.535393258 123% => OK
Chars per words: 4.74678899083 5.05705443957 94% => OK
Fourth root words length: 4.83169070408 4.55969084622 106% => OK
Word Length SD: 2.75462531198 2.79657885939 98% => OK
Unique words: 236.0 215.323595506 110% => OK
Unique words percentage: 0.433027522936 0.4932671777 88% => More unique words wanted or less content wanted.
syllable_count: 795.6 704.065955056 113% => 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: 1.0 3.10617977528 32% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 0.0 4.38483146067 0% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 28.0 23.0359550562 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 84.0583822968 60.3974514979 139% => OK
Chars per sentence: 136.157894737 118.986275619 114% => OK
Words per sentence: 28.6842105263 23.4991977007 122% => OK
Discourse Markers: 3.52631578947 5.21951772744 68% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 18.0 7.80617977528 231% => Less language errors wanted.
Sentences with positive sentiment : 7.0 10.2758426966 68% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.343409504966 0.243740707755 141% => OK
Sentence topic coherence: 0.13095495959 0.0831039109588 158% => OK
Sentence topic coherence SD: 0.0911744854964 0.0758088955206 120% => OK
Paragraph topic coherence: 0.211940794948 0.150359130593 141% => OK
Paragraph topic coherence SD: 0.0704869673284 0.0667264976115 106% => OK
Essay readability:
automated_readability_index: 15.3 14.1392134831 108% => OK
flesch_reading_ease: 51.52 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 10.86 12.1639044944 89% => OK
dale_chall_readability_score: 7.98 8.38706741573 95% => OK
difficult_words: 102.0 100.480337079 102% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 13.2 11.2143820225 118% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 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.