Formal exams are used to assess students at the end of each semester in many countries. Why are these exams used by schools and universities? What other types of assessment are possible?
Nowadays, students are evaluated on the basis of official examinations at the end of each academic term across the world. Schools and universities have been using these exams in order to examine what students have studied throughout the year. However, there are other ways that can be introduced to determine academic level of students such as conducting debates or taking presentations.
The students are usually assessed by educational institutions via the examinations so as to infer the degree of understanding of the course learnt during a semester. This way the administration gets aware of how the method of teaching can be improved so as to make the students learn more about the subject. For e.g. the students who are weak in grasping some subjects are given additional classes during the mid-term breaks. This way the professors form a basic idea of how their students are progressing. Therefore, the conventional method of examining students using the semester tests holds utmost relevance across schools and universities.
Even though formal examinations are used for evaluation, other assessment methods such as a formal discussion about the subject or presentation of certain topics can be used. This would allow students to gain practical knowledge by doing some research on their own. For instance, the universities conduct presentations for the graduation students to understand their knowledge about the subject in one of the semesters. This assessment method can be considered an epitome of evaluation as it provides skills to students to learn topics on their own.
In conclusion, the global assessment method for evaluating students has been to conduct formal examinations. Although, the learning institutions use this method to assess their students, there are other ways as well by which the students can be examined.
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Grammar and spelling errors:
Line 3, column 80, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...ional institutions via the examinations so as to infer the degree of understanding of th...
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Line 3, column 248, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
... the method of teaching can be improved so as to make the students learn more about the ...
^^^^^^^^
Transition Words or Phrases used:
e.g., however, so, therefore, well, as to, for instance, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 13.1623246493 106% => OK
Auxiliary verbs: 6.0 7.85571142285 76% => OK
Conjunction : 4.0 10.4138276553 38% => More conjunction wanted.
Relative clauses : 3.0 7.30460921844 41% => More relative clauses wanted.
Pronoun: 13.0 24.0651302605 54% => OK
Preposition: 41.0 41.998997996 98% => OK
Nominalization: 10.0 8.3376753507 120% => OK
Performance on vocabulary words:
No of characters: 1560.0 1615.20841683 97% => OK
No of words: 288.0 315.596192385 91% => More content wanted.
Chars per words: 5.41666666667 5.12529762239 106% => OK
Fourth root words length: 4.11953428781 4.20363070211 98% => OK
Word Length SD: 3.04308534901 2.80592935109 108% => OK
Unique words: 154.0 176.041082164 87% => More unique words wanted.
Unique words percentage: 0.534722222222 0.561755894193 95% => OK
syllable_count: 480.6 506.74238477 95% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 5.43587174349 74% => OK
Article: 6.0 2.52805611222 237% => Less articles wanted as sentence beginning.
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 1.0 4.76152304609 21% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 25.2869249105 49.4020404114 51% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 111.428571429 106.682146367 104% => OK
Words per sentence: 20.5714285714 20.7667163134 99% => OK
Discourse Markers: 5.64285714286 7.06120827912 80% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 4.0 8.67935871743 46% => More positive sentences wanted.
Sentences with negative sentiment : 1.0 3.9879759519 25% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 3.4128256513 264% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.266638754035 0.244688304435 109% => OK
Sentence topic coherence: 0.0973098903117 0.084324248473 115% => OK
Sentence topic coherence SD: 0.0690244379317 0.0667982634062 103% => OK
Paragraph topic coherence: 0.179477805846 0.151304729494 119% => OK
Paragraph topic coherence SD: 0.0514972468219 0.056905535591 90% => OK
Essay readability:
automated_readability_index: 14.4 13.0946893788 110% => OK
flesch_reading_ease: 42.72 50.2224549098 85% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 12.3 11.3001002004 109% => OK
coleman_liau_index: 14.16 12.4159519038 114% => OK
dale_chall_readability_score: 8.85 8.58950901804 103% => OK
difficult_words: 77.0 78.4519038076 98% => OK
linsear_write_formula: 12.5 9.78957915832 128% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
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Rates: 61.797752809 out of 100
Scores by essay e-grader: 5.5 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.