Formal examinations are the only effective way to assess a student's performance. Continual assessment such as course work and projects is not a satisfactory way to do this.
To what extent do you agree or disagree with this statement?
It is argued that formal written examinations are the optimal tool for assessment university-goers’ ability and understanding about subjects and that other forms of evaluation, such as projects and coursework cannot offer the right description. Personally, I completely disagree with this view.
On the one hand, formal tests consistently fail to gauge a student’s ability. They are well-known to test the capability of cramming and revising rather than one’s thorough and flexible understanding of the course. Since a great number of tests are often recycled, exams have become relatively predictable, and students, therefore, can be well prepared for what is likely to come up on the test day. As a result, a student, who is either exam-wise or good at predicting, can idle a year and then learn for his exam in a few days. Moreover, these exams are notoriously rigid by nature, which fail to appreciate one’s flexibility in the understanding of the material, but only see how she or he could solve text-book problems.
On the other hand, it is wrong to underestimate the roles of projects and coursework play in evaluation. Firstly, coursework is a fairer tool to ensure the right assessment for those who perform consistently well over the course of the year but fail to do so when sitting in the exam room due to anxiety or pressure. This can help to compensate for the drawbacks of formal exams that favor short-time memorization and rote-learning and force all students to work hard throughout the entire year. Secondly, university goers' ability should extend beyond academic achievements, rendering other important soft skills with a fairer share in the evaluation process for the sake of a well-rounded individual. For that reason, projects performed in teams are an efficient way in which students’ social skills, along with the capability to incorporate theoretical knowledge into real-life circumstances, are observed and evaluated by their instructors.
In conclusion, I believe that formal exams are insufficient to give the right picture of a student’s ability and that other measures of evaluation should be included to thoroughly review how a student performs.
Transition Words or Phrases used:
but, first, firstly, if, moreover, second, secondly, so, then, therefore, well, in conclusion, such as, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 13.1623246493 106% => OK
Auxiliary verbs: 7.0 7.85571142285 89% => OK
Conjunction : 17.0 10.4138276553 163% => OK
Relative clauses : 11.0 7.30460921844 151% => OK
Pronoun: 19.0 24.0651302605 79% => OK
Preposition: 48.0 41.998997996 114% => OK
Nominalization: 8.0 8.3376753507 96% => OK
Performance on vocabulary words:
No of characters: 1849.0 1615.20841683 114% => OK
No of words: 348.0 315.596192385 110% => OK
Chars per words: 5.3132183908 5.12529762239 104% => OK
Fourth root words length: 4.31911543099 4.20363070211 103% => OK
Word Length SD: 3.20955658434 2.80592935109 114% => OK
Unique words: 204.0 176.041082164 116% => OK
Unique words percentage: 0.586206896552 0.561755894193 104% => OK
syllable_count: 575.1 506.74238477 113% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 1.0 2.52805611222 40% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 13.0 16.0721442886 81% => 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 20.2975951904 128% => The Avg. Sentence Length is relatively long.
Sentence length SD: 59.8680007583 49.4020404114 121% => OK
Chars per sentence: 142.230769231 106.682146367 133% => OK
Words per sentence: 26.7692307692 20.7667163134 129% => OK
Discourse Markers: 10.3076923077 7.06120827912 146% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 10.0 8.67935871743 115% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 0.0 3.4128256513 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.188146888438 0.244688304435 77% => OK
Sentence topic coherence: 0.0640209988287 0.084324248473 76% => OK
Sentence topic coherence SD: 0.0508574106428 0.0667982634062 76% => OK
Paragraph topic coherence: 0.11426447579 0.151304729494 76% => OK
Paragraph topic coherence SD: 0.0666801256065 0.056905535591 117% => OK
Essay readability:
automated_readability_index: 17.0 13.0946893788 130% => OK
flesch_reading_ease: 36.63 50.2224549098 73% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 14.6 11.3001002004 129% => OK
coleman_liau_index: 13.81 12.4159519038 111% => OK
dale_chall_readability_score: 9.24 8.58950901804 108% => OK
difficult_words: 95.0 78.4519038076 121% => OK
linsear_write_formula: 12.5 9.78957915832 128% => OK
gunning_fog: 12.4 10.1190380762 123% => OK
text_standard: 13.0 10.7795591182 121% => OK
What are above readability scores?
---------------------
Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
---------------------
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.