Competition for high grades seriously limits the quality of learning at all levels of education.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Although tests and exams have already become a very important part of the education. The debate about whether competitions high grades will benefit or limit the quality of studying is still not conclusive. As far as I'm concern, such competition will limit the quality of learning no matter which levels of education one is receiving. The examination will only be a simulation of the actual performance and no matter how carefully designed a test was, it is impossible to reflect the student's true achievement.
For students with younger age, it is consense that the competition is not so important as the education is primrary focuse on their own personality. Not only such competition introduce the pressure that is unnecessary, it is also impossible to set up a strict rules to evaluate the preformace of everyone's development. Steve may find football is his favorate and he can run all day just to beat everyone in the game. Jane is more interested in the science experiment and she can build all kind of device that impress everyone. If a exam is set up that only the fastest runner will get the best score, not only it is unfair to the others but also defys the true nature of every childern.
For students in the higher education or beyond, competition for higher score is also believed to be unnecessary as it cannot reflect the actual preformace of one person. The best example being that the driving test. It is impossible for DMV to grant your driving licence without passing the in-car test. What is more, the college program are become more focuse on students' hands-on experience simply because it is common that college graduates who don't have working experience cannot apply what they have learned into work. The paper test and qestions, although it is necessary, is impossible to replace the demostration and work experience.
For students in the secondary school, however, people tend to believe that the higher score is the best motivation for student to study harder. Although it is ture that the eduaction system needs the competition for higher score to select students who can take advantage of the limited eduactional resource, it is erronous to believe that such competition is necessary in nature. The knowlege and study method they are learning is fundamental to their study in college and the tests and exams can only evaulate within the scope of its requirement. If students are only focuse on the testing technique in stead of the knowledge they are supposed to learn, it is very common that they will have a hard time trying to catch up in the future.
In summary, although test is important to the long road of our study, it important to know that the knowledge itself and the real world experience cannot be fully represent by the test itself. If we only take the result for exam for granted, we won't beable to have a subjective understanding of the true quality of our learning.
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Grammar and spelling errors:
Line 5, column 261, Rule ID: A_PLURAL
Message: Don't use indefinite articles with plural words. Did you mean 'rule'?
...t is also impossible to set up a strict rules to evaluate the preformace of everyone ...
Line 5, column 537, 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'
...ind of device that impress everyone. If a exam is set up that only the fastest ru...
Line 13, column 602, Rule ID: IN_STEAD_OF
Message: Did you mean 'instead of'?
Suggestion: instead of
...re only focuse on the testing technique in stead of the knowledge they are supposed to lear...
Transition Words or Phrases used:
also, but, however, if, may, second, so, still, in summary, kind of, what is more
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 34.0 19.5258426966 174% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 41.0 33.0505617978 124% => Less pronouns wanted
Preposition: 57.0 58.6224719101 97% => OK
Nominalization: 26.0 12.9106741573 201% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2460.0 2235.4752809 110% => OK
No of words: 507.0 442.535393258 115% => OK
Chars per words: 4.85207100592 5.05705443957 96% => OK
Fourth root words length: 4.74517233601 4.55969084622 104% => OK
Word Length SD: 2.6962127866 2.79657885939 96% => OK
Unique words: 238.0 215.323595506 111% => OK
Unique words percentage: 0.46942800789 0.4932671777 95% => OK
syllable_count: 798.3 704.065955056 113% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 1.0 4.38483146067 23% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 47.6563479507 60.3974514979 79% => OK
Chars per sentence: 123.0 118.986275619 103% => OK
Words per sentence: 25.35 23.4991977007 108% => OK
Discourse Markers: 4.05 5.21951772744 78% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.142355021167 0.243740707755 58% => OK
Sentence topic coherence: 0.0477118317324 0.0831039109588 57% => OK
Sentence topic coherence SD: 0.0484292779614 0.0758088955206 64% => OK
Paragraph topic coherence: 0.0839155422488 0.150359130593 56% => OK
Paragraph topic coherence SD: 0.0256643173046 0.0667264976115 38% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
automated_readability_index: 14.1 14.1392134831 100% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 11.15 12.1639044944 92% => OK
dale_chall_readability_score: 8.3 8.38706741573 99% => OK
difficult_words: 110.0 100.480337079 109% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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.