Formal examinations have become the most common way of assessing a student’s performance.
Is it a positive or negative development in your view?
Most educational institutes utilize formal examinations to judge a student’s quality. While some people believe that formal tests can be a good medium to assess a student’s ability to perform in a class, others believe that it is not the best method to judge a student. In this essay, I will argue that a formal examination is not a good indicator of a student’s performance.
Although formal exams have become the most common way to inform a teacher about his student’s progress, they can put excessive mental pressures on the learner which can result in anxiety and depression. In Bangladesh, for instance, a student’s performance on the HSC exam will decide if he can attend a good university or not which can have enormous implications for their future studies and career prospects. As a result, many learners are overburdened with the exam pressure that can have a detrimental effect on their mental health. Clearly, this kind of high-stakes exam can be a stressful experience for the learners; specially those who can not handle stress well.
Another reason why exam-oriented education is a negative development is that it does not treat all students equally and only favors those who thrive in the exam environment. Many students feel that these time-oriented and usually written exams do not provide them enough opportunities to demonstrate their skills and knowledge related to their classes. If the universities and schools overly rely on formal tests to judge student performance, then they may neglect other ways to test a student’s ability and knowledge. Group presentation, assignments, and projects are a few of the ways an instructor can employ to evaluate a student’s performance. These methods may provide students to demonstrate their abilities and encourage them to learn, which can result in a fairer outcome.
In conclusion, Universities and colleges increasingly depend on formal examinations as a means of assessment which is a negative trend. Alternative methods of assessment should be used to evaluate a student’s performance.
Grammar and spelling errors:
Line 5, column 452, Rule ID: BEEN_PART_AGREEMENT[1]
Message: Consider using a past participle here: 'overburdened'.
Suggestion: overburdened
...ospects. As a result, many learners are overburden with the exam pressure that can have a ...
^^^^^^^^^^
Line 5, column 572, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'stakes'' or 'stake's'?
Suggestion: stakes'; stake's
...ntal health. Clearly, this kind of high stakes exam can be a stressful experience for ...
^^^^^^
Transition Words or Phrases used:
if, may, so, then, well, while, for instance, in conclusion, kind of, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 13.1623246493 76% => OK
Auxiliary verbs: 15.0 7.85571142285 191% => OK
Conjunction : 11.0 10.4138276553 106% => OK
Relative clauses : 12.0 7.30460921844 164% => OK
Pronoun: 26.0 24.0651302605 108% => OK
Preposition: 32.0 41.998997996 76% => OK
Nominalization: 14.0 8.3376753507 168% => OK
Performance on vocabulary words:
No of characters: 1780.0 1615.20841683 110% => OK
No of words: 330.0 315.596192385 105% => OK
Chars per words: 5.39393939394 5.12529762239 105% => OK
Fourth root words length: 4.26214759535 4.20363070211 101% => OK
Word Length SD: 3.30884808744 2.80592935109 118% => OK
Unique words: 178.0 176.041082164 101% => OK
Unique words percentage: 0.539393939394 0.561755894193 96% => OK
syllable_count: 558.9 506.74238477 110% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 5.43587174349 74% => OK
Article: 1.0 2.52805611222 40% => OK
Subordination: 4.0 2.10420841683 190% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 3.0 4.76152304609 63% => OK
Performance on sentences:
How many sentences: 14.0 16.0721442886 87% => OK
Sentence length: 23.0 20.2975951904 113% => OK
Sentence length SD: 38.4265134871 49.4020404114 78% => OK
Chars per sentence: 127.142857143 106.682146367 119% => OK
Words per sentence: 23.5714285714 20.7667163134 114% => OK
Discourse Markers: 5.78571428571 7.06120827912 82% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 4.0 8.67935871743 46% => More positive sentences wanted.
Sentences with negative sentiment : 7.0 3.9879759519 176% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.328396975193 0.244688304435 134% => OK
Sentence topic coherence: 0.130081270922 0.084324248473 154% => OK
Sentence topic coherence SD: 0.0829530447375 0.0667982634062 124% => OK
Paragraph topic coherence: 0.219282365383 0.151304729494 145% => OK
Paragraph topic coherence SD: 0.0598544315363 0.056905535591 105% => OK
Essay readability:
automated_readability_index: 15.7 13.0946893788 120% => OK
flesch_reading_ease: 39.67 50.2224549098 79% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 13.4 11.3001002004 119% => OK
coleman_liau_index: 14.28 12.4159519038 115% => OK
dale_chall_readability_score: 9.37 8.58950901804 109% => OK
difficult_words: 96.0 78.4519038076 122% => OK
linsear_write_formula: 15.0 9.78957915832 153% => OK
gunning_fog: 11.2 10.1190380762 111% => OK
text_standard: 15.0 10.7795591182 139% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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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.