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.
Assesement of one's knowledge is one of the most intricate task in the education field. From the past several decades, education ministers have been trying various methods to judge one's perceptive understanding. And from all of these experiments happened over a long period of time, we finally have a grading system based on exams. But this system also has it own merits and merits. The prompt suggests that to assess student's learning, one should test the knowledge of concepts, ideas and trends rather than relying on the grasp of facts. I mostly agree with the author and advocate that knowledge of facts is equally important as concepts and will elucidate my position with three following reasons.
Firstly, the most important distinction between the facts and the concepts is that one has to memorize the facts while concepts need to be understood and learnt. Relying only on the facts will just led student to memorize things rather than actually understand the idea behind it. For instance, if a student is learning about the idea of non-violent independence movenment led by Mahantma Gandhi during 1945;only learning about the various facts about the movement will not help students to actually understand the importance and value of non-violence. Therefore, testing the grasp of concepts is really important.
Secondly, learning the ideas, trends and concepts helps an individual to apply the anology on various circumstance in real life. In other words, just knowing the facts will not help an individual to apply the same idea in his or her own life since the situation and the cicumstances now and then will be completely different. Let's take an example of essay writing in English. If a student just memorize certain essays and hope that using the facts from a pool of essasy, he or she will be able to essay on any topic is quixotic. Because it is possible that the pool that he or she made just contained ideas about politics and arts but not science. However, if a student has learnt how to actually write an essay like the format, language-control, and cohesion, there are higher chances that student will be able to write essay on any topic.
Lastly, it is also true that facts about a certain ideas or concept really helps an individual to understand an idea completely. For example, it is impossible to truly understand the importance on non-violence without knowing historical movements like the non-cooperation movement and the "Namak yatra". It serves as example for working of the ideas. Therefore, educators must check both the knowledge of concepts, ideas, trends and the related facts.
To sum up, both the facts and the concept serves a very vital role in the learning of students. Solely relying on either facts or concepts will surely be detrimental. Hence, educators should focus and assese both the concepts and the related facts.
Grammar and spelling errors:
Line 1, column 15, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
Assesement of ones knowledge is one of the most intricate ...
^^^^
Line 1, column 267, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
... these experiments happened over a long period of time, we finally have a grading system based...
^^^^^^^^^^^^^^
Line 1, column 360, Rule ID: IT_VBZ[1]
Message: Did you mean 'owns'?
Suggestion: owns
...d on exams. But this system also has it own merits and merits. The prompt suggests ...
^^^
Line 5, column 327, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
... and then will be completely different. Lets take an example of essay writing in Eng...
^^^^
Line 7, column 52, Rule ID: A_PLURAL[2]
Message: Don't use indefinite articles with plural words. Did you mean 'idea'?
Suggestion: idea
...is also true that facts about a certain ideas or concept really helps an individual t...
^^^^^
Line 7, column 373, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...le for working of the ideas. Therefore, educators must check both the knowledge ...
^^
Transition Words or Phrases used:
actually, also, but, finally, first, firstly, hence, however, if, lastly, really, second, secondly, so, then, therefore, while, as to, for example, for instance, in other words, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 26.0 14.8657303371 175% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 2409.0 2235.4752809 108% => OK
No of words: 477.0 442.535393258 108% => OK
Chars per words: 5.05031446541 5.05705443957 100% => OK
Fourth root words length: 4.67336384929 4.55969084622 102% => OK
Word Length SD: 2.74641925379 2.79657885939 98% => OK
Unique words: 226.0 215.323595506 105% => OK
Unique words percentage: 0.473794549266 0.4932671777 96% => OK
syllable_count: 742.5 704.065955056 105% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 54.5433352971 60.3974514979 90% => OK
Chars per sentence: 104.739130435 118.986275619 88% => OK
Words per sentence: 20.7391304348 23.4991977007 88% => OK
Discourse Markers: 8.13043478261 5.21951772744 156% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.243416924511 0.243740707755 100% => OK
Sentence topic coherence: 0.0697821777788 0.0831039109588 84% => OK
Sentence topic coherence SD: 0.0469917544016 0.0758088955206 62% => OK
Paragraph topic coherence: 0.140658710541 0.150359130593 94% => OK
Paragraph topic coherence SD: 0.0426024582872 0.0667264976115 64% => OK
Essay readability:
automated_readability_index: 12.7 14.1392134831 90% => Automated_readability_index is low.
flesch_reading_ease: 51.18 48.8420337079 105% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 12.01 12.1639044944 99% => OK
dale_chall_readability_score: 8.1 8.38706741573 97% => OK
difficult_words: 105.0 100.480337079 104% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.