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.
The above statement states that educators should assess the students’learning on the basis of ideas, trends, and concepts of the facts i.e not on the grasping capability of students. I agree with this statement as real aspects of learning is its applications and how it contributes in our life.
Grasping of facts is one aspect and understanding the concepts is another. Take an example: In chemistry, corrosion of metals occurs when iron reacts with water in presence of oxygen. There are certain properties of metals such as its reactivity with water, properties, valency, etc. which one will grasp for the sake of getting marks. A student remembering all those properties might excel in exam but he might not be aware why his cycle’s metal frame was deteriorated. This explains why applied learning is helpful.
Further, including certain co-curricular activities such as elocution competition, science fair, student campaigns. might help students to better understand the concepts. This statement can be exemplified as: In a science fair, many students create different projects, models, etc. by taking help of theories they learn and getting ideas through internet. Similarly, in elocution competition, students are given topic related to their subjects and they have express their ideas. Hence, only those students whose ideas and concepts are clearer will excel in class and also many other students get benefited by undertaking such activities. Assessment of this activities must also account for the final grades and in this manner, the grading would be rational.
Assessing student’s learning should not completely be dependent on the practical aspects only i.e explaining ideas and concepts. It should not be at the cost of theoretical examination. If the final examination is not taken into account for grading, one might not give much importance to the facts and theories they have been taught and might be unattentive during the class. Moreover, not all facts are having a fundamental examination, some are derived without logical proof. For an example: In physics one might be aware concepts of quantum physics and how it is being used in QLED television. But he might not know the behavior of quantum particles. Considering this aspect, theoretical exam which assess the students’ grasp of facts must also be taken into account.
Finally, there must be a balance between theoretical knowledge as well as practical knowledge. Assessment based on grasping of facts and understanding of those facts must be equivalent. Grasping of facts is necessary for minute details and proofs whereas understanding those facts is necessary for practical applications.
- Some people believe that competition for high grades motivates students to excel in the classroom. Others believe that such competition seriously limits the quality of real learning. 58
- 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. 50
- "Ten years ago our company had two new regional office buildings built in two different regions. The buildings were erected by two different construction companies - Alpha and Zeta. Even though the two buildings had virtually identical floor plans, the bu 63
- 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. 16
Grammar and spelling errors:
Line 3, column 116, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Might
...ition, science fair, student campaigns. might help students to better understand the ...
^^^^^
Line 3, column 652, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...ertaking such activities. Assessment of this activities must also account for the fi...
^^^^
Transition Words or Phrases used:
also, but, finally, hence, if, moreover, similarly, so, well, whereas, such as, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 28.0 33.0505617978 85% => OK
Preposition: 49.0 58.6224719101 84% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 2274.0 2235.4752809 102% => OK
No of words: 420.0 442.535393258 95% => More content wanted.
Chars per words: 5.41428571429 5.05705443957 107% => OK
Fourth root words length: 4.52701905584 4.55969084622 99% => OK
Word Length SD: 3.05269666297 2.79657885939 109% => OK
Unique words: 214.0 215.323595506 99% => OK
Unique words percentage: 0.509523809524 0.4932671777 103% => OK
syllable_count: 686.7 704.065955056 98% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.2861646029 60.3974514979 63% => OK
Chars per sentence: 90.96 118.986275619 76% => OK
Words per sentence: 16.8 23.4991977007 71% => OK
Discourse Markers: 3.6 5.21951772744 69% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 14.0 4.83258426966 290% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.38199192287 0.243740707755 157% => OK
Sentence topic coherence: 0.106510949285 0.0831039109588 128% => OK
Sentence topic coherence SD: 0.119469498105 0.0758088955206 158% => OK
Paragraph topic coherence: 0.226539790629 0.150359130593 151% => OK
Paragraph topic coherence SD: 0.0713620105784 0.0667264976115 107% => OK
Essay readability:
automated_readability_index: 12.5 14.1392134831 88% => Automated_readability_index is low.
flesch_reading_ease: 55.24 48.8420337079 113% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 13.8 12.1639044944 113% => OK
dale_chall_readability_score: 8.49 8.38706741573 101% => OK
difficult_words: 108.0 100.480337079 107% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.