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.
The purpose of education is to prepare students for success in the real world. To measure the progress of a student's learning, school should designed assessments that test both on factual knowledge as well as a deeper understanding of the implication of those facts.
As students progress from primary school to high school, the level of assessment of student's learning has to change as students become more mature. When students are young, when their mind is not yet capable of a full understanding of the complexity of those data, educators should focus more on assessing students on factual knowledge rather than deeper understanding of the nuances. History and social topics are often simplified to few main concepts in order for the students to digest and remember them. Thus, in the first few years of school, tests for students should be more focused on their grasp of those facts.
However, as students mature intellectually, educators need to switch from testing for pure memorization of facts to testing for ability to explain the ideas, trends, and concepts that those facts underpin. History, social sciences, and arts curriculum should focus on teaching not only facts but also the context in which those facts occur. These content is no longer about "when, what, and where" those events took place, but rather about "why" those events happened. Likewise, assessments of students' learning should change as well to focus more on their understanding and their ability to explain those facts.
Of course, there are exceptions to this rule. Not all subjects need to adapt to test for more robust understanding of those facts. Full understanding in subjects, such as math, physics, and chemistry, is primarily based on knowledge of rules and equations. Facts about how gravity works or the calculation of the are of a triangle can not be debated. Students should memorize the equations and understand how to apply them. Consequently, educators need to tests students' knowledge of these facts and theories more than their ability to explain what these facts illustrated.
In summary, in order to fully assess students' learning, educators need to employ both method of tests. While more focused on factual knowledge when students are young, educators should shift to a more complicated and robust understanding of those facts when students advance to higher education.
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Sentence: To measure the progress of a student's learning, school should designed assessments that test both on factual knowledge as well as a deeper understanding of the implication of those facts.
Description: A modal auxillary is not usually followed by a verb, past participle
Suggestion: Refer to should and designed
Sentence: As students progress from primary school to high school, the level of assessment of student's learning has to change as students become more mature.
Description: A noun, plural, common is not usually followed by a noun, singular, common
Suggestion: Refer to students and progress
Sentence: Consequently, educators need to tests students' knowledge of these facts and theories more than their ability to explain what these facts illustrated.
Description: A noun, plural, common is not usually followed by a noun, plural, common
Suggestion: Refer to tests and students
Attribute Value Ideal
Score: 4.5 out of 6
Category: Good Excellent
No. of Grammatical Errors: 3 2
No. of Spelling Errors: 0 2
No. of Sentences: 18 15
No. of Words: 383 350
No. of Characters: 1943 1500
No. of Different Words: 169 200
Fourth Root of Number of Words: 4.424 4.7
Average Word Length: 5.073 4.6
Word Length SD: 2.679 2.4
No. of Words greater than 5 chars: 141 100
No. of Words greater than 6 chars: 105 80
No. of Words greater than 7 chars: 75 40
No. of Words greater than 8 chars: 41 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 21.278 21.0
Sentence Length SD: 7.179 7.5
Use of Discourse Markers (%): 0.611 0.12
Sentence-Text Coherence: 0.363 0.35
Sentence-Para Coherence: 0.56 0.50
Sentence-Sentence Coherence: 0.096 0.07
Number of Paragraphs: 5 5