Essay topics: 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 award-winning British science fiction writer Lewin once told that: "Too often we give children the answers to remember, instead of problems to solve." I agree with Lewin on the fact that learning requires critical thinking and problem solving, through the activation and stimulation of synapses in the brain on many levels. This means that most of the time, the brain needs in-depth analysis and questioning of the facts to truly understand a concept. However, critical thinking or conceptualizing would not be enough for raising a rounded, well-educated youth. I think that the author is right in claiming that educators should keep the children's ability to conceptualize while they give scores, however, their comprehension of unquestionable facts such as 2 plus 2 makes 4 plays a complementary role in the assessment process. This is why, many successful educators utilize fact-based questions alongside with the open-ended ones in an exam.
Pedagogues and learning experts state that children have many different approaches to learning. While some students prefer memorizing, others do conceptualize. For example, children who tend to study positive sciences deal with facts. The experts say that these children should be educated and assessed with "The Stake Method" in which the teacher places the stakes -facts- and the children ties each fact with the ropes of ideas, trends; thus, conceptualizes the facts in this way. However, the other students who are more imaginary and prospected literature enthusiasts or writers of the future deal with concepts more successfully. When Abraham Lincoln was born and died does not mean almost anything for them, as long as they do not know what he has accomplished and his role in the abolition of slavery in the United States. As a result, because there are many children with the variety of approaches to the topics they study, the assessments should not focus on their accomplishment in conceptualizing, but also their acumen in utilizing solid facts. This is why I do not comply with the authors claim thoroughly.
For example, a teacher who assesses students with prioritizing their ability to conceptualize facts and preparing questions especially targeting this particular skill -as the author advocates- might cause the alienation of the students who are more talented in memorizing facts. These students would be receiving particularly low scores even though they are not inefficacious, but simply do not comply with the way the teacher wants them to learn. This is why I claim that the tests should be including questions addressing each type of students and the assessment process should be proceded keeping the differences of the learning styles in mind.
On the other hand, what is crucial is finding the balance in between. One should falsify my stance advocating the "meeting the halfway" approach by saying that these children should not be educated in the same classroom by the same teachers and should not be tested with the same questions; because their style of learning is different. Even though this goes against my saying, this is another method that can be implemented. The children who are into the facts and the others who are more imaginative and towards conceptualizing might be divided into different groups. However, this would not result in well-rounded children, on the other hand, this type of education would be raising children who are not capable of learning either facts or concepts. Since they are divided into groups which focuses on only the skills they are already good at, they will not be able to enhance their talent in the other skill. For example, the students in the "factual class" might be suffering from a decrease in their illustrative skills. This is why, I still claim that education should be focusing on neither but subsuming either; facts and concepts.
As a result, education should be addressing the talents of every child for them to be successful. If we want them to be successful, we should give them the education complying with their skills. Assessment processes should also be proceded in this way; a children who is better in facts should not be demonized with questions requiring conceptualizing. Facts and concepts should be complementary and questions should be demanding both skills from children. Since focusing on either of them would cause low scores for one of the groups and alienation on their side. Besides, the other group would be deprived of a chance of enhancing the weak side.
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Grammar and spelling errors:
Line 3, column 58, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...arning experts state that children have many different approaches to learning. While some stud...
^^^^^^^^^^^^^^
Line 6, column 640, Rule ID: LEARN_NNNNS_ON_DO[1]
Message: Did you mean 'to'?
Suggestion: to
... the differences of the learning styles in mind. On the other hand, what is cru...
^^
Line 10, column 254, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a child' or simply 'children'?
Suggestion: a child; children
...es should also be proceded in this way; a children who is better in facts should not be de...
^^^^^^^^^^
Transition Words or Phrases used:
also, besides, but, however, if, so, still, thus, well, while, for example, i think, in fact, such as, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 41.0 19.5258426966 210% => Less to be verbs wanted.
Auxiliary verbs: 26.0 12.4196629213 209% => Less auxiliary verb wanted.
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 22.0 11.3162921348 194% => OK
Pronoun: 60.0 33.0505617978 182% => Less pronouns wanted
Preposition: 89.0 58.6224719101 152% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 3833.0 2235.4752809 171% => OK
No of words: 732.0 442.535393258 165% => Less content wanted.
Chars per words: 5.23633879781 5.05705443957 104% => OK
Fourth root words length: 5.20149002853 4.55969084622 114% => OK
Word Length SD: 2.9316020005 2.79657885939 105% => OK
Unique words: 327.0 215.323595506 152% => OK
Unique words percentage: 0.446721311475 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 1133.1 704.065955056 161% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 6.24550561798 240% => Less pronouns wanted as sentence beginning.
Article: 11.0 4.99550561798 220% => Less articles wanted as sentence beginning.
Subordination: 11.0 3.10617977528 354% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 30.0 20.2370786517 148% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 72.64009453 60.3974514979 120% => OK
Chars per sentence: 127.766666667 118.986275619 107% => OK
Words per sentence: 24.4 23.4991977007 104% => OK
Discourse Markers: 4.43333333333 5.21951772744 85% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.241967669094 0.243740707755 99% => OK
Sentence topic coherence: 0.0708816478994 0.0831039109588 85% => OK
Sentence topic coherence SD: 0.0594861425303 0.0758088955206 78% => OK
Paragraph topic coherence: 0.161514162111 0.150359130593 107% => OK
Paragraph topic coherence SD: 0.0284186954685 0.0667264976115 43% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.5 14.1392134831 110% => OK
flesch_reading_ease: 55.58 48.8420337079 114% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 13.41 12.1639044944 110% => OK
dale_chall_readability_score: 8.56 8.38706741573 102% => OK
difficult_words: 173.0 100.480337079 172% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.