"Competition for high grades seriously limits the quality of learning at all levels of education."
Today's world is full of competition in every field. There is so much of talent around, that this competition is inevitable. Whichever field one chooses, whether its academics, sports, business, politics, entertainment or media, there is a race that everyone participates in to win.
Although, this is healthy and is a sign of progress, the quality of work suffers at time. The same is the case with competitions for high grades. Students, at every level of education are so much pressurized to excel that they start compromising on the quality of learning.
Students are pressurized by the parents and the education system, to excel in each and every subject in terms of their scores. Instead of giving a choice to pursue for more knowledge and develop understanding in the subjects of their choice, they are taught in a time-bound and syllabus-bound system since their early school days. The evaluation pattern is such that those seeking deeper understanding of a certain topic/subject are de-motivated. They are judged merely on the basis of their score which generally calls for rote learning. The quality of learning is bound to deteriorate when preference is given to those who can cram and reproduce, at least till the secondary level of school.
In high school and colleges, in some of the disciplines more emphasis is laid upon application based education. Although, this is a healthy practice, the learning is still exam oriented rather than concept forming. Availability of more and more tutorials that boast of preparing the students for competitive exams emphasize on short cuts and tricks to attempt the paper in lesser time. The giving away of such techniques is increasing the number of aspirants who are grilled to get through without possessing sound knowledge of the subject matter. This further increases the competition thereby neglecting the actual comprehension and application of the concepts on a student's behalf. Mostly these competitive exams end up judging the speedy applications of practiced techniques and not real learning.
Besides, in a classroom both pupil and teacher are constrained so much by time and syllabus that the topics covered cannot be explored beyond a point. The education and evaluation systems are such that pupils, teachers, parents and even school administrations have to target the exams to excel in the competition. Less emphasis is laid upon concept building and more on attempting the exams. The very system of education, evaluation and selection are so flawed that even at the highest levels of education, more weight age is given to scores when compared to quality learning.
Though, scholars excelling with quality education can not be ignored, a majority of students end up being rote learners good at merely reproducing the learned facts. The deterioration in the quality of education is due to the growing competition for higher grades. This can be checked by reforming the education system starting from the primary level itself. Moreover, methodologies should be adopted to evaluate the understanding and deeper knowledge of students along with their abilities to apply the acquired knowledge.
Grammar and spelling errors:
Line 10, column 33, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...l. In high school and colleges, in some of the disciplines more emphasis is laid upon ...
^^^^^^^^^^^
Line 10, column 669, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...on and application of the concepts on a students behalf. Mostly these competitive exams ...
^^^^^^^^
Transition Words or Phrases used:
besides, moreover, second, so, still, at least
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 5.0 12.4196629213 40% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 80.0 58.6224719101 136% => OK
Nominalization: 23.0 12.9106741573 178% => OK
Performance on vocabulary words:
No of characters: 2680.0 2235.4752809 120% => OK
No of words: 505.0 442.535393258 114% => OK
Chars per words: 5.30693069307 5.05705443957 105% => OK
Fourth root words length: 4.74048574033 4.55969084622 104% => OK
Word Length SD: 2.97349398911 2.79657885939 106% => OK
Unique words: 251.0 215.323595506 117% => OK
Unique words percentage: 0.49702970297 0.4932671777 101% => OK
syllable_count: 830.7 704.065955056 118% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 40.3478078711 60.3974514979 67% => OK
Chars per sentence: 107.2 118.986275619 90% => OK
Words per sentence: 20.2 23.4991977007 86% => OK
Discourse Markers: 1.84 5.21951772744 35% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => 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: 0.183164833243 0.243740707755 75% => OK
Sentence topic coherence: 0.0537202893821 0.0831039109588 65% => OK
Sentence topic coherence SD: 0.052806695435 0.0758088955206 70% => OK
Paragraph topic coherence: 0.102206336806 0.150359130593 68% => OK
Paragraph topic coherence SD: 0.0508653169807 0.0667264976115 76% => OK
Essay readability:
automated_readability_index: 13.7 14.1392134831 97% => OK
flesch_reading_ease: 51.18 48.8420337079 105% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 13.52 12.1639044944 111% => OK
dale_chall_readability_score: 8.82 8.38706741573 105% => OK
difficult_words: 134.0 100.480337079 133% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 14.0 11.7820224719 119% => 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.