Success in formal "pen and paper" examinations is often seen to be a sign of intelligence.
To what extent do you agree with the view that formal examinations measure intelligence?
It is clear that education has played a crucial role in student's cognitive development. Schools also apply many strategies for learners to improve their skills and enhance their knowledge. Some hold the view that formal "pen and paper" examinations succeed in measuring students' intelligence. This following essay will give some reasons to discuss this view.
First of all, the measurement of intelligence can be based on paper exams. This is because people who do well in exams often perform well in other types of tasks such as researches or assignments. Additionally, paper tests usually include a range of standards to evaluate different abilities. For example, students who are good at negotiation and critical thinking can handle well with logical exercises in paper exams. However, other opponents argue that pen and paper tests are often predictable. Specifically, learners are likely to prepare by rote learning. As a result, this kind of exams cannot ensure the smart level of each student whether it is accurate or not.
On the other hand, there are probably various types of intelligence - there can be measured in different ways. Students who express themselves much better verbally than in writing. In other words, people who may not have a good performance in paper tests can reach achievement in other fields such as architecture, technology, fashion, and many more. Nevertheless, pen and paper exams can still assess certain kinds of knowledge of learners at schools. This can be explained that schools and teachers may give insight into students' knowledge which can help them to understand how much information students absorbed in class. Therefore, the education system can use various approaches to make an evaluation of intelligence.
To sum up, pen and paper examinations are still regarded as a proper way to measure intelligence. Alternatively, there should be more studies to examine other forms of exams which enable students to completely display their abilities.
Transition Words or Phrases used:
also, first, however, if, may, nevertheless, so, still, therefore, well, for example, kind of, such as, as a result, first of all, in other words, to sum up, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 13.1623246493 91% => OK
Auxiliary verbs: 13.0 7.85571142285 165% => OK
Conjunction : 10.0 10.4138276553 96% => OK
Relative clauses : 10.0 7.30460921844 137% => OK
Pronoun: 16.0 24.0651302605 66% => OK
Preposition: 40.0 41.998997996 95% => OK
Nominalization: 15.0 8.3376753507 180% => OK
Performance on vocabulary words:
No of characters: 1694.0 1615.20841683 105% => OK
No of words: 315.0 315.596192385 100% => OK
Chars per words: 5.37777777778 5.12529762239 105% => OK
Fourth root words length: 4.21286593061 4.20363070211 100% => OK
Word Length SD: 2.95272666809 2.80592935109 105% => OK
Unique words: 183.0 176.041082164 104% => OK
Unique words percentage: 0.580952380952 0.561755894193 103% => OK
syllable_count: 529.2 506.74238477 104% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 5.43587174349 92% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 3.0 4.76152304609 63% => OK
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 16.0 20.2975951904 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 30.1072873813 49.4020404114 61% => OK
Chars per sentence: 89.1578947368 106.682146367 84% => OK
Words per sentence: 16.5789473684 20.7667163134 80% => OK
Discourse Markers: 9.21052631579 7.06120827912 130% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 14.0 8.67935871743 161% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.199705712958 0.244688304435 82% => OK
Sentence topic coherence: 0.0633219531888 0.084324248473 75% => OK
Sentence topic coherence SD: 0.0740834201116 0.0667982634062 111% => OK
Paragraph topic coherence: 0.1294862233 0.151304729494 86% => OK
Paragraph topic coherence SD: 0.0355182453936 0.056905535591 62% => OK
Essay readability:
automated_readability_index: 12.2 13.0946893788 93% => Automated_readability_index is low.
flesch_reading_ease: 46.78 50.2224549098 93% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 10.7 11.3001002004 95% => OK
coleman_liau_index: 13.63 12.4159519038 110% => OK
dale_chall_readability_score: 8.64 8.58950901804 101% => OK
difficult_words: 84.0 78.4519038076 107% => OK
linsear_write_formula: 7.0 9.78957915832 72% => OK
gunning_fog: 8.4 10.1190380762 83% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
---------------------
Rates: 78.6516853933 out of 100
Scores by essay e-grader: 7.0 Out of 9
---------------------
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.