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.
Education has become the most essential part of life. Various regions and different parts of the world has many kinds of assessment ways in Schools, Institutions, Colleges or any examination platform i.e; GRE, GMAT etc. These are based on the level of grasping the facts by the student rather than knowledge. The grasping of facts has become essential for a student because of the assessment culture and they focus more on it. The ideas and understanding born from the study of facts and concepts, are more likely to be helpful in their future than remembering them for transient time. Students should express themselves more with their ideas instead of the former choice.
The ideas remain with one through lifetime and burgeon with it in the desired field. Grasping can be considered as a talent but not helpful upto an extent. There are many of great personalities in the world who has proved the point here. Albert Einstein is an example here, who was not good at his academics because of his poor grasping power. The assessment was rather old fashioned that based on ogling the knowledge in the exam. He proved himself later to world as a great scientist. The world is still following his theory and concepts derived in Physics, that came from his ideas and understanding of concepts. Assessment technique needs the change to take up more bright students and for the encouragement of the students to think creative.
The learning technique can be qualified a little better so that it can be followed in assessment procedure. We have the same archaic learning process that pushes students to grasp the facts for the better academic results. If the practical knowledge can be brought up significantly in the learning process, assessment process will follow the rule to judge a student of his ability of thinking about the subject than memory power. It will provide students a platform to be creative while studying a concept of physics or to be critical analyst when taking up an art class. The student can get the freedom to think freely and will not worry about the outcomes in assessments.
The Grasping power is considered as a skill that a student should posses. The skill is helpful for student to become more creative and free thinker about any trend or subject, but alone possesion will lead student as circumscribe and concepts will not have the comprehensive meaning. The amelioration can be evolved by accepting the change in our assessment technique which should more focus on the ability to be creative rather than analysis of grasping power alone.
- Critical judgment of work in any given field has little value unless it comes from someone who is an expert in that field. 50
- 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
- Compare and contrast the way of your life with that of your parents. Which way of life do you think would be more satisfying for the next generations? 78
- Compare and contrast the way of your life with that of your parents. Which way of life do you think would be more satisfying for the next generations? 78
- College students should be encouraged to pursue subjects that interest them rather than the courses that seem most likely to lead to jobs. 58
Grammar and spelling errors:
Line 7, column 75, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...s a skill that a student should posses. The skill is helpful for student to become ...
^^^
Line 7, column 285, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...ill not have the comprehensive meaning. The amelioration can be evolved by acceptin...
^^^
Discourse Markers used:
['but', 'if', 'so', 'still', 'while']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.243534482759 0.240241500013 101% => OK
Verbs: 0.157327586207 0.157235817809 100% => OK
Adjectives: 0.0797413793103 0.0880659088768 91% => OK
Adverbs: 0.0495689655172 0.0497285424764 100% => OK
Pronouns: 0.0387931034483 0.0444667217837 87% => OK
Prepositions: 0.135775862069 0.12292977631 110% => OK
Participles: 0.0581896551724 0.0406280797675 143% => OK
Conjunctions: 2.66835312125 2.79330140395 96% => OK
Infinitives: 0.0237068965517 0.030933414821 77% => OK
Particles: 0.00646551724138 0.0016655270985 388% => OK
Determiners: 0.114224137931 0.0997080785238 115% => OK
Modal_auxiliary: 0.0301724137931 0.0249443105267 121% => OK
WH_determiners: 0.0129310344828 0.0148568991511 87% => OK
Vocabulary words and sentences:
No of characters: 2571.0 2732.02544248 94% => OK
No of words: 433.0 452.878318584 96% => OK
Chars per words: 5.9376443418 6.0361032391 98% => OK
Fourth root words length: 4.56165014514 4.58838876751 99% => OK
words length more than 5 chars: 0.362586605081 0.366273622748 99% => OK
words length more than 6 chars: 0.281755196305 0.280924506359 100% => OK
words length more than 7 chars: 0.189376443418 0.200843997647 94% => OK
words length more than 8 chars: 0.103926096998 0.132149295362 79% => OK
Word Length SD: 2.66835312125 2.79330140395 96% => OK
Unique words: 206.0 219.290929204 94% => OK
Unique words percentage: 0.475750577367 0.48968727796 97% => OK
Word variations: 52.5876469608 55.4138127331 95% => OK
How many sentences: 22.0 20.6194690265 107% => OK
Sentence length: 19.6818181818 23.380412469 84% => OK
Sentence length SD: 44.3874749663 59.4972553346 75% => OK
Chars per sentence: 116.863636364 141.124799967 83% => OK
Words per sentence: 19.6818181818 23.380412469 84% => OK
Discourse Markers: 0.227272727273 0.674092028746 34% => More Discourse Markers wanted.
Paragraphs: 4.0 4.94800884956 81% => OK
Language errors: 2.0 5.21349557522 38% => OK
Readability: 47.8573378123 51.4728631049 93% => OK
Elegance: 1.78070175439 1.64882698954 108% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.427444170772 0.391690518653 109% => OK
Sentence sentence coherence: 0.122198428415 0.123202303941 99% => OK
Sentence sentence coherence SD: 0.0822578702442 0.077325440228 106% => OK
Sentence paragraph coherence: 0.512124474337 0.547984918172 93% => OK
Sentence paragraph coherence SD: 0.141221913035 0.149214159877 95% => OK
Sentence topic coherence: 0.166335892383 0.161403998019 103% => OK
Sentence topic coherence SD: 0.0800948929878 0.0892212321368 90% => OK
Paragraph paragraph coherence: 0.495309810279 0.385218514788 129% => OK
Paragraph paragraph coherence SD: 0.0242501692279 0.0692045440612 35% => OK
Paragraph topic coherence: 0.312386128767 0.275328986314 113% => OK
Paragraph topic coherence SD: 0.056013584206 0.0653680567796 86% => OK
Task Achievement:
Sentences with positive sentiment : 12.0 10.4325221239 115% => OK
Sentences with negative sentiment : 2.0 5.30420353982 38% => OK
Sentences with neutral sentiment: 8.0 4.88274336283 164% => OK
Positive topic words: 11.0 7.22455752212 152% => OK
Negative topic words: 1.0 3.66592920354 27% => More negative topic words wanted.
Neutral topic words: 5.0 2.70907079646 185% => OK
Total topic words: 17.0 13.5995575221 125% => OK
What are sentences with positive/Negative/neutral sentiment?
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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: This is not the final score. 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.