Schools always collect information about teachers' teaching performance and give rewards to those teachers who perform well. Which way do you think is more useful?
1. to evaluate teachers' performance by students
2. to evaluate teachers' performance by teachers
Use specific reasons and examples to support your answer.
Currently, with the ever-rising funding distributed to the tertiary education, schools initiate to pay more attention to their teachers’ performance. With regard to the evaluation of teachers’ performance, some individuals reckon that since who the teachers’ performance is geared toward is students, the student are supposed to evaluate teachers’ performance. While others consider that students are not mature enough to evaluate the teachers’ performance, hence their colleagues, other teachers ought to be the individuals entitled to assess their performance. Personally speaking, assessing teachers’ performance by students is the optimal approach and there are a couple of reasons to account for my view.
To start with, since students have witnessed the teachers’ performance displayed in the class, like their teaching expertise or teaching styles, they are more likely to know teachers’ quality of their pedagogical methods. Compared to other teachers, who merely get along with the evaluated teachers after class, students can qualify the evaluated teachers in divergent dimensions on the basis of their interaction in class, like teachers’ pedagogical methods, the teaching styles or the helps they afford. For instance, when I was in high school, a evaluation of teachers’ performance was held, which involved both teachers and students. During the evaluation, all of my classmates gave a score according to the principles required by my school. Conversely, when it come to the evaluation between teachers, they did not comply with the disciplines of score, neither because they were afraid of spoiling their relationship between colleagues or due to their ignorance of other teachers’ performance in class. This experience illuminates that merely students are capable of giving score to teachers’ performance due to their realization of teachers’ performance and their unbiased status.
What’s more, the evaluation from students is also a terrific guideline for teachers to adjust their syllabus or teaching schedules. Therefore, those teachers receiving glorious comments or score are not only afforded with the sense of fulfillment but also offered with the incentives and enlightenment to adapt their pedagogical process in varieties of layers, thus a virtuous circle can be formed to accelerate the advancement of schooling quality. The research conducted to evaluate the reputation of schools demonstrates that those schools amassing feedback from students tend to obtain high prestige since their students are more satisfied with the arrangement in school and their academic performance is usually enhanced after studying in those schools. In conclusion, receiving feedback from students is conducive to maintain the well-being of schools and boost the advancement of students’ academic performance.
Admittedly, evaluating teachers’ performance has its perks. Since sometimes, the students with disruptive behaviors may harbor the resentment toward their teachers, hence they may intentionally lower the score of the teacher’s performance. Nevertheless, the prejudiced behaviors can be eliminated by implementing stringent principles to inform students that they are obliged to score teachers abiding by the principles and any behaviors that intentionally to interfere with the rudimentary order in school will be punished.
In a nutshell, the evaluation from students is supposed to be regarded as the bedrock to allocate rewards to the well-performed teachers, since they are more objective to examine teachers’ performance and their feedback toward teachers are conducive to improve the quality of schooling.
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Grammar and spelling errors:
Line 2, column 562, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...or instance, when I was in high school, a evaluation of teachers' performanc...
^
Line 2, column 786, Rule ID: IT_VBZ[1]
Message: Did you mean 'comes'?
Suggestion: comes
...uired by my school. Conversely, when it come to the evaluation between teachers, the...
^^^^
Transition Words or Phrases used:
also, but, conversely, hence, if, may, nevertheless, so, therefore, thus, well, while, for instance, in conclusion, to start with, with regard to
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 15.1003584229 172% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 14.0 13.8261648746 101% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 39.0 43.0788530466 91% => OK
Preposition: 95.0 52.1666666667 182% => OK
Nominalization: 33.0 8.0752688172 409% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3191.0 1977.66487455 161% => OK
No of words: 534.0 407.700716846 131% => OK
Chars per words: 5.97565543071 4.8611393121 123% => OK
Fourth root words length: 4.80712388197 4.48103885553 107% => OK
Word Length SD: 3.38651604622 2.67179642975 127% => OK
Unique words: 245.0 212.727598566 115% => OK
Unique words percentage: 0.458801498127 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 975.6 618.680645161 158% => OK
avg_syllables_per_word: 1.8 1.51630824373 119% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 8.0 3.08781362007 259% => Less articles wanted as sentence beginning.
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 29.0 20.1344086022 144% => The Avg. Sentence Length is relatively long.
Sentence length SD: 72.7440337378 48.9658058833 149% => OK
Chars per sentence: 177.277777778 100.406767564 177% => OK
Words per sentence: 29.6666666667 20.6045352989 144% => OK
Discourse Markers: 8.05555555556 5.45110844103 148% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.47781184645 0.236089414692 202% => OK
Sentence topic coherence: 0.221549143536 0.076458572812 290% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.131489203428 0.0737576698707 178% => OK
Paragraph topic coherence: 0.332080827716 0.150856017488 220% => OK
Paragraph topic coherence SD: 0.092959102883 0.0645574589148 144% => OK
Essay readability:
automated_readability_index: 21.6 11.7677419355 184% => OK
flesch_reading_ease: 25.12 58.1214874552 43% => Flesch_reading_ease is low.
smog_index: 13.0 6.10430107527 213% => Smog_index is high.
flesch_kincaid_grade: 17.0 10.1575268817 167% => OK
coleman_liau_index: 18.0 10.9000537634 165% => OK
dale_chall_readability_score: 9.51 8.01818996416 119% => OK
difficult_words: 150.0 86.8835125448 173% => OK
linsear_write_formula: 16.0 10.002688172 160% => OK
gunning_fog: 13.6 10.0537634409 135% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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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.