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.
Assessment are generally done to know the level of understanding of a student of what he/she has learn. The prompt suggests that the educators should not only limit their assesment of the student based on what the student can recall after learning particular subject or topic. Perhaps, it should be based on the student's ability to explain the same concept with more illustration and facts. In my opinion, I strongly agree with the suggestion and argue that the assesment should be more comprehensive rather than just test of memory recall for three reasons.
First of all, there is potential flaw in the assesment process based on the grasp of concepts by the students that such memory recall could be from short term memory of the humans. For Example, in general curriculam of the school, term exam paper are set such that they just ask for the answer which are based on the information given in the standard textbook designed for the particular class. In such exam the students who are able to memorize answer gets where good marks but this doesn't mean that they fully understood what they have memorize, because such answer are just stored in short term memory of the humans and could be lost out in further passage of time. After a month, if the same question paper is given to the same students for a surprise test then it is probable that most of the students could fail in the examination. The above example illustrates that just a grasp of the facts is not sufficient to evaluate the understanding of the concepts learnt by the students.
Secondly, when a person understand the basic concepts and logic behind it, he/she is able to draw different inference based on that, which could result into widen the scope of understanding eventually result back in the form of more clear explainations and examples. For Example, the great scientist Albert Einstein was not only famous for his complex theory and research. He was famous due to his simplicity of explaining the concepts with so ease that a naive toddler could also understand the most complex pnomenon of universe. So, this explain that a better understanding and a ability to explain back concepts comes when you are able to understand the naunces and subtlety behind the idea. Such understading could help the student for long term acedemic and research. Hence, it is better to have assesment which consist of metrics to measure the ability and capcity of student to explain and illustrate the concept.
Finally, the single factor and straight forward assesment procedure in easy to crack and tampered but a multi-factor comprehensive evaluation procedure is hard to break-in which could help to curb the quantity of "Educated Student". For Example, most of the time standard and straight-forward questions are designed for examination, because of this what happen that student slowly get to know this designed pattern and build a tool to crack such examination. So, because they are able to understand the pattern and study what is neccessary for the exam this doesn't mean that they have overall understanding of the subject. This is due to the limited scope or areas they need to study for the examination because of such exam patterns. If such examination question are change to more open type question where the student need to give his understanding then he need to himself understand it first before answering such questions. Therefore, such multi-factor assesment is better for educators to asses the level of understanding of the fellow students.
In conclusion, we can say that a it is always better for a educators to have a procedure for evalution more comprehensive, multi-factor and little widen in scope rather than straight-forward question based on ability of a students to memorize the concepts.
Grammar and spelling errors:
Line 1, column 98, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'learned', 'learnt'.
Suggestion: learned; learnt
...tanding of a student of what he/she has learn. The prompt suggests that the educators...
^^^^^
Line 1, column 313, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...pic. Perhaps, it should be based on the students ability to explain the same concept wit...
^^^^^^^^
Line 3, column 231, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...le, in general curriculam of the school, term exam paper are set such that they j...
^^
Line 3, column 486, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...e answer gets where good marks but this doesnt mean that they fully understood what th...
^^^^^^
Line 3, column 540, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'memorized'.
Suggestion: memorized
...at they fully understood what they have memorize, because such answer are just stored in...
^^^^^^^^
Line 5, column 581, 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
...explain that a better understanding and a ability to explain back concepts comes ...
^
Line 5, column 607, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'concepts'' or 'concept's'?
Suggestion: concepts'; concept's
...rstanding and a ability to explain back concepts comes when you are able to understand t...
^^^^^^^^
Line 7, column 569, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...dy what is neccessary for the exam this doesnt mean that they have overall understandi...
^^^^^^
Line 7, column 746, Rule ID: SENTENCE_FRAGMENT[1]
Message: “If” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...mination because of such exam patterns. If such examination question are change to...
^^
Line 9, column 32, 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
...dents. In conclusion, we can say that a it is always better for a educators to ...
^
Line 9, column 32, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'a' or 'it'?
Suggestion: a; it
...dents. In conclusion, we can say that a it is always better for a educators to hav...
^^^^
Line 9, column 58, 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
... can say that a it is always better for a educators to have a procedure for evalu...
^
Line 9, column 58, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a educator' or simply 'educators'?
Suggestion: a educator; educators
... can say that a it is always better for a educators to have a procedure for evalution more ...
^^^^^^^^^^^
Line 9, column 221, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...ht-forward question based on ability of a students to memorize the concepts.
^^^^^^^^^^
Transition Words or Phrases used:
also, but, finally, first, hence, if, second, secondly, so, then, therefore, for example, in conclusion, in general, in short, first of all, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 22.0 11.3162921348 194% => OK
Pronoun: 46.0 33.0505617978 139% => Less pronouns wanted
Preposition: 87.0 58.6224719101 148% => OK
Nominalization: 22.0 12.9106741573 170% => OK
Performance on vocabulary words:
No of characters: 3170.0 2235.4752809 142% => OK
No of words: 633.0 442.535393258 143% => Less content wanted.
Chars per words: 5.00789889415 5.05705443957 99% => OK
Fourth root words length: 5.01592376844 4.55969084622 110% => OK
Word Length SD: 2.8286318257 2.79657885939 101% => OK
Unique words: 255.0 215.323595506 118% => OK
Unique words percentage: 0.402843601896 0.4932671777 82% => More unique words wanted or less content wanted.
syllable_count: 976.5 704.065955056 139% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 28.0 23.0359550562 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 54.6134424769 60.3974514979 90% => OK
Chars per sentence: 144.090909091 118.986275619 121% => OK
Words per sentence: 28.7727272727 23.4991977007 122% => OK
Discourse Markers: 7.0 5.21951772744 134% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 14.0 7.80617977528 179% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
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: 0.196126341602 0.243740707755 80% => OK
Sentence topic coherence: 0.071626882718 0.0831039109588 86% => OK
Sentence topic coherence SD: 0.0587664029513 0.0758088955206 78% => OK
Paragraph topic coherence: 0.123672136052 0.150359130593 82% => OK
Paragraph topic coherence SD: 0.0548580135183 0.0667264976115 82% => OK
Essay readability:
automated_readability_index: 16.6 14.1392134831 117% => OK
flesch_reading_ease: 51.52 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 12.37 12.1639044944 102% => OK
dale_chall_readability_score: 7.77 8.38706741573 93% => OK
difficult_words: 110.0 100.480337079 109% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 13.2 11.2143820225 118% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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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.