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.
Ever since the creation of the test as a means of differentiating the performance of students, better grading have been a major goal in student's learning. Despite the proven importance of these tests as an open and fair trial, the over-competition for the best grades have created myriads of problems, sometimes even undermining the learning efficiency of the students.
The most obvious problem for competition of grades is how it takes up time that could be better spent elsewhere. With most test formats, the differentiation of students is only focused on the average student, and it becomes ever harder to discern different capabilities among well-learners. Accordingly, the competition created by tests among well doing students is almost always fruitless, as studying the same subjects within the area of the tests quickly show marginal effects. The only possible outcome for these kinds of competitions is to have the top students gain impossibly high grades, making the differentiation of students even harder.
Although it may be less obvious, the problems of competition among average or below average students also affect their academic performance in the long run. The typical students has only a limited patience for schoolwork, and large amounts of repetitive work necessitated by preparing for tests severely cuts into this total. Also, precious time is lost in the preparation that can be spent in much more efficient ways, such as the learning of knowledge not usually taught at school. The increase in the width or depth of knowledge is critical in the development of one's views towards knowledge, but competing for better scores allows for neither. Instead, huge pressure is applied to students that are average or below-average in their performance, to improve and be set apart from their peers, adversely affecting mental and physical health.
Finally, the competition for higher grades limits the education quality as a whole. Grades are always a means rather than an end to itself, but teachers, students, parents and educational institutions entrenched in the concept of better scores often forget this. The goal of good grades is a vague one, and everyone participating in the act of education cannot empower themselves efficiently, especially if the said scores are not achieved. Eventually, students would have to leave school and join the society as a whole, and the years that are spent on over-competition may be less useful that many would think.
Summing the above, competition for better grades severely limits the quality and efficiency of learning across many different levels of education, and a better way of measuring the capabilities of students is well needed.
Grammar and spelling errors:
Line 5, column 179, Rule ID: AGREEMENT_SENT_START[2]
Message: You should probably use 'have', 'haven'.
Suggestion: have; haven
...e in the long run. The typical students has only a limited patience for schoolwork,...
^^^
Line 5, column 188, Rule ID: A_UNCOUNTABLE[3]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'limited patience'.
Suggestion: limited patience
...long run. The typical students has only a limited patience for schoolwork, and large amounts of re...
^^^^^^^^^^^^^^^^^^
Line 5, column 567, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...ledge is critical in the development of ones views towards knowledge, but competing ...
^^^^
Line 9, column 112, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...ality and efficiency of learning across many different levels of education, and a better way o...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
accordingly, also, but, finally, if, may, so, well, apart from, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 7.0 12.4196629213 56% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 17.0 33.0505617978 51% => OK
Preposition: 59.0 58.6224719101 101% => OK
Nominalization: 20.0 12.9106741573 155% => OK
Performance on vocabulary words:
No of characters: 2283.0 2235.4752809 102% => OK
No of words: 430.0 442.535393258 97% => OK
Chars per words: 5.30930232558 5.05705443957 105% => OK
Fourth root words length: 4.55372829156 4.55969084622 100% => OK
Word Length SD: 2.99734964954 2.79657885939 107% => OK
Unique words: 230.0 215.323595506 107% => OK
Unique words percentage: 0.53488372093 0.4932671777 108% => OK
syllable_count: 709.2 704.065955056 101% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 0.0 6.24550561798 0% => OK
Article: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 16.0 20.2370786517 79% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 32.8004739867 60.3974514979 54% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 142.6875 118.986275619 120% => OK
Words per sentence: 26.875 23.4991977007 114% => OK
Discourse Markers: 4.4375 5.21951772744 85% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.157788733505 0.243740707755 65% => OK
Sentence topic coherence: 0.0638576264168 0.0831039109588 77% => OK
Sentence topic coherence SD: 0.059431195061 0.0758088955206 78% => OK
Paragraph topic coherence: 0.100328831735 0.150359130593 67% => OK
Paragraph topic coherence SD: 0.0256806456192 0.0667264976115 38% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.0 14.1392134831 120% => OK
flesch_reading_ease: 45.09 48.8420337079 92% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 13.81 12.1639044944 114% => OK
dale_chall_readability_score: 9.19 8.38706741573 110% => OK
difficult_words: 116.0 100.480337079 115% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 12.4 11.2143820225 111% => 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.