What is your opinion on deducting marks on student's work if it is late?
Recently, the deducting marks on student's work has sparked an ongoing controversy, which inevitably leads to a moot question "what is the effects of deducting marks on student's work?". Whereas it is a widely held view that deducting marks have a negative effect in student's work, I will discuss controversial aspects of that throughout this essay.
From the education standpoint, assessment methods are bound up inextricably with fair test, which indicates they lead to both written examination and traditional assessment. As a well-known example, a longitudinal study conducted by eminent scientists in 2018 demonstrates the relationship between continues examination and student performance as well as an exponential increase in job opportunities. Their academic criticism was impressive. Consequently, my empirical evidence presented thus far supports the contention that the likelihood of work environment is correlated positively with not only overall score but also academic achievement.
Within the realm of business world, without the slightest doubt, major success attribute to qualification, in that it would come down to long-term memory, average scores, and learning environment. A salient example of such attribution is professional career, which is a cause for concern since it was mistaken to take student marks for granted. Had there been a paradigm shift earlier, scholars might have had the opportunity to pinpoint fault test system problems. Likewise, hardly had they confined their attention to academic study, mental capability, and even natural ability. Hence, it is reasonable to infer the pivotal role of academic certification.
To conclude, as for myself, as the saying goes "all's well that ends well," after analyzing what elaborated above, I firmly believe that deducting marks have not negative effects on student's life. However, with the benefit of hindsight, we conceive the more we research, the further we discover.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-11-16 | Rafia Jawad | 77 | view |
| 2024-09-10 | Rafia Jawad | 85 | view |
| 2024-06-11 | Sridarani | 55 | view |
| 2024-06-11 | Sridarani | 70 | view |
| 2024-06-11 | Sridarani | 55 | view |
- Problems and benefits for high school students study plays and works of theatres written centuries ago. Discuss and use your own experience. 85
- “In a war of ideas, it is people who get killed”. Does a common man suffer from a group’s ideology? Express your opinion, and support the same with reasons and examples. 88
- Parents should be held legally responsible for children’s act. What is your opinion? 85
- Government should reduce their investment in arts, music and painting. Agree or disagree? 77
- Air travel can only benefit the richest people in the world. Ordinary people can get no advantage with the development of air travel. To what extent do you agree or disagree? 88
Grammar and spelling errors:
Line 7, column 78, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...ying goes 'alls well that ends well,' after analyzing what elaborated above,...
^^^^^^
Line 7, column 192, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ting marks have not negative effects on students life. However, with the benefit of hind...
^^^^^^^^
Transition Words or Phrases used:
also, but, consequently, hence, however, if, likewise, so, thus, well, whereas, as for, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 10.5418719212 95% => OK
Auxiliary verbs: 3.0 6.10837438424 49% => OK
Conjunction : 5.0 8.36945812808 60% => More conjunction wanted.
Relative clauses : 9.0 5.94088669951 151% => OK
Pronoun: 22.0 20.9802955665 105% => OK
Preposition: 37.0 31.9359605911 116% => OK
Nominalization: 16.0 5.75862068966 278% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1687.0 1207.87684729 140% => OK
No of words: 293.0 242.827586207 121% => OK
Chars per words: 5.75767918089 5.00649968141 115% => OK
Fourth root words length: 4.13729897018 3.92707691288 105% => OK
Word Length SD: 3.17646061479 2.71678728327 117% => OK
Unique words: 197.0 139.433497537 141% => OK
Unique words percentage: 0.672354948805 0.580463131201 116% => OK
syllable_count: 521.1 379.143842365 137% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 4.6157635468 130% => OK
Article: 4.0 1.56157635468 256% => Less articles wanted as sentence beginning.
Subordination: 4.0 1.71428571429 233% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 3.65517241379 192% => OK
Performance on sentences:
How many sentences: 13.0 12.6551724138 103% => OK
Sentence length: 22.0 20.5024630542 107% => OK
Sentence length SD: 54.5712714589 50.4703680194 108% => OK
Chars per sentence: 129.769230769 104.977214359 124% => OK
Words per sentence: 22.5384615385 20.9669160288 107% => OK
Discourse Markers: 7.53846153846 7.25397266985 104% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 2.0 5.33497536946 37% => OK
Sentences with positive sentiment : 9.0 6.9802955665 129% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 2.0 2.91625615764 69% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.224251881375 0.242375264174 93% => OK
Sentence topic coherence: 0.0662246879847 0.0925447433944 72% => OK
Sentence topic coherence SD: 0.105660276332 0.071462118173 148% => OK
Paragraph topic coherence: 0.139723600201 0.151781067708 92% => OK
Paragraph topic coherence SD: 0.133616862225 0.0609392437508 219% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 17.0 12.6369458128 135% => OK
flesch_reading_ease: 32.22 53.1260098522 61% => OK
smog_index: 11.2 6.54236453202 171% => OK
flesch_kincaid_grade: 14.2 10.9458128079 130% => OK
coleman_liau_index: 16.42 11.5310837438 142% => OK
dale_chall_readability_score: 10.6 8.32886699507 127% => OK
difficult_words: 109.0 55.0591133005 198% => OK
linsear_write_formula: 15.5 9.94827586207 156% => OK
gunning_fog: 10.8 10.3980295567 104% => OK
text_standard: 11.0 10.5123152709 105% => OK
What are above readability scores?
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Rates: 85.0 out of 100
Scores by essay e-grader: 76.5 Out of 90
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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.