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.
Evaluating students of their overall learning is very difficult to measure. The author advocates the idea that rather than assessing by how they ingrained the facts correctly, ability to use the facts and explaining the concepts and ideas based on the fact should be measured. In my opinion I mostly agree with the recommendation the author proposes for two reasons.
Probably the best way to asess a student objectively is using a quantitative-based method. Questions with four or five choices for the answer is what we mostly encounter in our school days examinations. Indeed, it is a efficient way for checking on how the students remember the fact or how well he or she can separate fake and authentic answers. Yet, this has many holes and weaknesses in evaluating a student. Fact itself can be memorized breifly and crampingly before the test. Admittantly there are students who do not understand the contents and background of a fact, but rather memorize it like a camera taking a picture. This rasises a question on whether the student understands comprehensively about the test question's contents.
As much as having a basic fact as a knowledge is important, but also expressing it and utilizing it to others is necessary as well. Indeed, in society we come against many situations where we have to talk, persuade and explain what we know to others like, perhaps, your seniors or colleagues. Suppose you have to give a speech or seminar to your co-workers. You might be very well informed about the topic, but if you don't have the capabilities to deliver it to others, there will be a low chance that you'll get a good evaluation. Students should have to prepare for these situations in the future and educators should take this into account accordingly.
In sum, assessing materials covered in a class can be nicely done by checking whether the students knows the fact or not. However, I think it is as much important to find out if the student can appropriately utilize the facts and help others acknowledging it. In near future, when they finish school and go to their workplaces, it is highly likable that they will be tested whether they can deliver efficiently what they know to others rather than being tested how much they know about the topic itself.
Grammar and spelling errors:
Line 2, column 218, 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'
Suggestion: an
...school days examinations. Indeed, it is a efficient way for checking on how the s...
^
Line 3, column 36, Rule ID: A_UNCOUNTABLE[2]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'knowledge'.
Suggestion: knowledge
...ts. As much as having a basic fact as a knowledge is important, but also expressing it an...
^^^^^^^^^^^
Line 3, column 341, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... you have to give a speech or seminar to your co-workers. You might be very well ...
^^
Line 3, column 420, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...ll informed about the topic, but if you dont have the capabilities to deliver it to ...
^^^^
Line 3, column 504, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: you'll
...others, there will be a low chance that youll get a good evaluation. Students should ...
^^^^^
Transition Words or Phrases used:
accordingly, also, but, however, if, so, then, well, i think, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 40.0 33.0505617978 121% => Less pronouns wanted
Preposition: 41.0 58.6224719101 70% => OK
Nominalization: 3.0 12.9106741573 23% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1885.0 2235.4752809 84% => OK
No of words: 387.0 442.535393258 87% => More content wanted.
Chars per words: 4.87080103359 5.05705443957 96% => OK
Fourth root words length: 4.43534841618 4.55969084622 97% => OK
Word Length SD: 2.84723334299 2.79657885939 102% => OK
Unique words: 209.0 215.323595506 97% => OK
Unique words percentage: 0.540051679587 0.4932671777 109% => OK
syllable_count: 589.5 704.065955056 84% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 47.134853818 60.3974514979 78% => OK
Chars per sentence: 104.722222222 118.986275619 88% => OK
Words per sentence: 21.5 23.4991977007 91% => OK
Discourse Markers: 4.16666666667 5.21951772744 80% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
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: 0.246773811153 0.243740707755 101% => OK
Sentence topic coherence: 0.079776706543 0.0831039109588 96% => OK
Sentence topic coherence SD: 0.0619879220018 0.0758088955206 82% => OK
Paragraph topic coherence: 0.161569568212 0.150359130593 107% => OK
Paragraph topic coherence SD: 0.0787554423785 0.0667264976115 118% => OK
Essay readability:
automated_readability_index: 12.3 14.1392134831 87% => Automated_readability_index is low.
flesch_reading_ease: 58.62 48.8420337079 120% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 10.97 12.1639044944 90% => OK
dale_chall_readability_score: 8.55 8.38706741573 102% => OK
difficult_words: 95.0 100.480337079 95% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 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.