Exams are commonly used in most schools and universities. Some people think exams should be replaced by other forms of assessment. Do you agree or disagree?
Recently, the phenomenon of different ways for students’ assessments and their corresponding impact has sparked a heated debate. Although contested by many that the matter of standard questions is highly beneficial, such issue is regarded thoroughly both constructive and positive by a substantial number of individuals. I am inclined to believe that comprehensive analyzing methods can be a plus, and I will analyze that throughout this essay.
From an educational standpoint, using traditional ways to evaluate students' knowledge can provide schools with some noticeable effects which are rooted in the fact that the merits of accurate questions, as well as the ease of analysis, are inextricably bound up. Thus, beneficial ramifications of the economic and time-saving method for result assessments apparently can be seen. According to my own experience as a teacher, I found that grading students based on clear and standard exams are easier than alternative ways.
On the other hand, I believe that modern forms of evaluation in schools might increase the consequences of deep education. The reason is, the fundamental aspects of new assessments such as open book exams and collaborative tests could relate to this reality that the demerits of traditional exams pertain to the lack of real-world contexts. As a tangible example, some scientific research undertaken by UCLA University has asserted that the downside of shallow learning is correlated negatively with score-based exams. Hence, it is correct to presume the preconceived notion of applying knowledge in a long process.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of replacing alternative assessment methods far outweigh its drawbacks. Not only do the advantages of long-form responses prove the significance of considering all aspects of learning, but also pinpoint using problem-solving skills and experiments rather than memorizing resource.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2021-04-20 | vahidmetall | 89 | view |
| 2020-12-20 | Behnaz fallah | 88 | view |
| 2020-09-08 | sattar_iust | 74 | view |
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Transition Words or Phrases used:
also, apparently, but, hence, if, so, thus, well, while, such as, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 10.5418719212 104% => OK
Auxiliary verbs: 6.0 6.10837438424 98% => OK
Conjunction : 8.0 8.36945812808 96% => OK
Relative clauses : 10.0 5.94088669951 168% => OK
Pronoun: 20.0 20.9802955665 95% => OK
Preposition: 39.0 31.9359605911 122% => OK
Nominalization: 5.0 5.75862068966 87% => OK
Performance on vocabulary words:
No of characters: 1688.0 1207.87684729 140% => OK
No of words: 299.0 242.827586207 123% => OK
Chars per words: 5.64548494983 5.00649968141 113% => OK
Fourth root words length: 4.1583189471 3.92707691288 106% => OK
Word Length SD: 3.23470681062 2.71678728327 119% => OK
Unique words: 195.0 139.433497537 140% => OK
Unique words percentage: 0.652173913043 0.580463131201 112% => OK
syllable_count: 526.5 379.143842365 139% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 4.6157635468 108% => OK
Article: 3.0 1.56157635468 192% => OK
Subordination: 4.0 1.71428571429 233% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 3.65517241379 109% => OK
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 24.0 20.5024630542 117% => OK
Sentence length SD: 47.9764844018 50.4703680194 95% => OK
Chars per sentence: 140.666666667 104.977214359 134% => OK
Words per sentence: 24.9166666667 20.9669160288 119% => OK
Discourse Markers: 7.91666666667 7.25397266985 109% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 8.0 6.9802955665 115% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 2.0 2.91625615764 69% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.190431116369 0.242375264174 79% => OK
Sentence topic coherence: 0.0535015956821 0.0925447433944 58% => OK
Sentence topic coherence SD: 0.0342718989039 0.071462118173 48% => Sentences are similar to each other.
Paragraph topic coherence: 0.098030582289 0.151781067708 65% => OK
Paragraph topic coherence SD: 0.0448774936283 0.0609392437508 74% => OK
Essay readability:
automated_readability_index: 17.6 12.6369458128 139% => OK
flesch_reading_ease: 30.2 53.1260098522 57% => Flesch_reading_ease is low.
smog_index: 13.0 6.54236453202 199% => OK
flesch_kincaid_grade: 15.0 10.9458128079 137% => OK
coleman_liau_index: 15.79 11.5310837438 137% => OK
dale_chall_readability_score: 10.85 8.32886699507 130% => OK
difficult_words: 114.0 55.0591133005 207% => Less difficult words wanted.
linsear_write_formula: 15.0 9.94827586207 151% => OK
gunning_fog: 11.6 10.3980295567 112% => OK
text_standard: 15.0 10.5123152709 143% => OK
What are above readability scores?
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Rates: 88.8888888889 out of 100
Scores by essay e-grader: 80.0 Out of 90
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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.