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.
Learning is the most important part of students life. It helps students to empower themselves in various aspects. Learning is evaluated in various ways in different systems. However, student who has learnt the fact should be able to implement or use it. If the student is able to implement the fact or not can be evaluated by checking his or her ability to explain to others, determine the actual importance and implication of the facts and understanding the importance of concepts. Thus I believe, it is important to know the fact but just grasping it will not help to empower themselves.
Grasping the fact helps students to know it. But its utilization in real world problems is the actual challenge.
Implementing the factual data to solve real world problems should be the goal of any educators. If you study the fact well then you can understand that it is not just a statement. But there are many things associated with it. Thus just grasping the fact will not help student to use it, but they have to unleash ideas, trends and concepts behind it. One can know that the fact is learnt well when he or she is able to make others understand it and being able to answer the questions behind it.
Today's students are the ones who will be scientists, teachers, leaders, industrialists, artists, etc. in the coming future. All these roles needs to have various qualities in such people. For example a leader should be able to convience his or her followers for any thought. To make this happen they need to have deep understanding of that subject and the factual data about it. Thus once they grasp the fact, in depth study of the subject is impotrtant in order to have through knowledge of it. This knowledge makes one confident about it and they can be in better position to make others understand it well. Consider the example of Mahatma Gandhi. He knew the fact that the problems can be solves silently rather that taking the voilent
actions. But he had to explain this fact to the people around which helped him to connect people. Because of which he could successfully lead the satyagrah against British rulers. He was successful in implementing various changes such as use of Khadi, leading Dandi Yatra for the rights of the people.
Thus if educators wants to make students learn the facts for lifetime and being able to utilize them for real life problems then evaluating them on grasping skills is not enough. Students should be given real life problems against them and their response to these problems should be assessed. This can be done by checking theri ability to explain idea, trends and concepts associated with the fact.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-07-26 | maddo4568 | view | |
| 2023-10-18 | raghavchauhan619 | 66 | view |
| 2023-07-25 | Victory | 50 | view |
| 2023-07-25 | Gnyana | 66 | view |
| 2022-07-06 | Soumyadip Kar | 66 | view |
- 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 50
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- The following is a memorandum from the business manager of a television station Over the past year our latenight news program has devoted increased time to national news and less time to weather and local news During this period most of the complaints rec 58
- In an attempt to improve highway safety Prunty County last year lowered its speed limit from 55 to 45 miles per hour on all county highways But this effort has failed the number of accidents has not decreased and based on reports by the highway patrol man 50
Grammar and spelling errors:
Line 1, column 484, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...derstanding the importance of concepts. Thus I believe, it is important to know the ...
^^^^
Line 4, column 96, 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.
...ms should be the goal of any educators. If you study the fact well then you can un...
^^
Line 4, column 226, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...ere are many things associated with it. Thus just grasping the fact will not help st...
^^^^
Line 4, column 387, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to well'
Suggestion: to well
...t. One can know that the fact is learnt well when he or she is able to make others u...
^^^^
Line 6, column 380, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
... subject and the factual data about it. Thus once they grasp the fact, in depth stud...
^^^^
Line 6, column 739, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... silently rather that taking the voilent actions. But he had to explain this fact...
^^^
Line 7, column 99, Rule ID: SENTENCE_FRAGMENT[1]
Message: “Because” 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.
...und which helped him to connect people. Because of which he could successfully lead the...
^^^^^^^
Line 9, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
... Yatra for the rights of the people. Thus if educators wants to make students lea...
^^^^
Transition Words or Phrases used:
but, however, if, so, then, thus, well, for example, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 51.0 33.0505617978 154% => Less pronouns wanted
Preposition: 60.0 58.6224719101 102% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2196.0 2235.4752809 98% => OK
No of words: 459.0 442.535393258 104% => OK
Chars per words: 4.78431372549 5.05705443957 95% => OK
Fourth root words length: 4.62863751936 4.55969084622 102% => OK
Word Length SD: 2.55193398001 2.79657885939 91% => OK
Unique words: 201.0 215.323595506 93% => More unique words wanted.
Unique words percentage: 0.437908496732 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 651.6 704.065955056 93% => OK
avg_syllables_per_word: 1.4 1.59117977528 88% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 0.0 4.99550561798 0% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 42.3780814303 60.3974514979 70% => OK
Chars per sentence: 78.4285714286 118.986275619 66% => OK
Words per sentence: 16.3928571429 23.4991977007 70% => OK
Discourse Markers: 2.14285714286 5.21951772744 41% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 11.0 4.83258426966 228% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.297049203092 0.243740707755 122% => OK
Sentence topic coherence: 0.0851225574537 0.0831039109588 102% => OK
Sentence topic coherence SD: 0.0854370882616 0.0758088955206 113% => OK
Paragraph topic coherence: 0.17427162997 0.150359130593 116% => OK
Paragraph topic coherence SD: 0.0951954623038 0.0667264976115 143% => OK
Essay readability:
automated_readability_index: 9.3 14.1392134831 66% => Automated_readability_index is low.
flesch_reading_ease: 72.16 48.8420337079 148% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 7.2 12.1743820225 59% => Flesch kincaid grade is low.
coleman_liau_index: 10.15 12.1639044944 83% => OK
dale_chall_readability_score: 7.42 8.38706741573 88% => OK
difficult_words: 87.0 100.480337079 87% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
What are above readability scores?
---------------------
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.