In most of the education system, students are assessed by written examinations. Do you think it is a good idea or not?
Recently, the phenomenon of written exam form and its corresponding impact on the test ability's of students has sparked a heated debate. Although contested by many that written examination is highly beneficial, such issue might be regarded thoroughly both constructive and positive by a substantial number of individuals. I am inclined to believe that practical assignment can be a plus for appraisal of pupils, and I will analyze that throughout this essay.
From the psychological standpoint, stress can provide it with noticeable effects, which are rooted in the fact that cheating and disappointing are intertwined inextricably with not only the wide range of questions but also formal examination. According to my own experience, when I was a university student, I performed an academic experiment which discovered practical assignment. Thus, beneficial ramifications of both the method of evaluation and their self-discipline skills apparently can be seen.
Within the realm of educational terms, the student's memory might increase the consequences of attaining good grades. Moreover, fundamental aspects of faster progress relate to this reality that the demerits of the ability to bear the pressure of examination pertain to a dissertation. As a tangible example, a scientific study undertaken by a prestigious university has asserted that the downside of the presence of invigilator is correlated negatively with the modern assessment. Hence, it is correct to presume the preconceived notion of personality traits.
To conclude, while there are several compelling arguments on both sides, I profoundly believe that the benefits of the combination of both continuous assessment and the written exam far outweigh its drawbacks. Not only do the advantages of the educational institutes prove the significance of oral exams, but also pinpoint formal examination implications.
Grammar and spelling errors:
Line 5, column 44, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...hin the realm of educational terms, the students memory might increase the consequences ...
^^^^^^^^
Transition Words or Phrases used:
also, apparently, but, hence, if, moreover, so, thus, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 10.5418719212 95% => OK
Auxiliary verbs: 6.0 6.10837438424 98% => OK
Conjunction : 8.0 8.36945812808 96% => OK
Relative clauses : 10.0 5.94088669951 168% => OK
Pronoun: 20.0 20.9802955665 95% => OK
Preposition: 38.0 31.9359605911 119% => OK
Nominalization: 15.0 5.75862068966 260% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1608.0 1207.87684729 133% => OK
No of words: 282.0 242.827586207 116% => OK
Chars per words: 5.70212765957 5.00649968141 114% => OK
Fourth root words length: 4.09790868904 3.92707691288 104% => OK
Word Length SD: 3.37876091946 2.71678728327 124% => OK
Unique words: 178.0 139.433497537 128% => OK
Unique words percentage: 0.631205673759 0.580463131201 109% => OK
syllable_count: 515.7 379.143842365 136% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 4.6157635468 87% => OK
Article: 3.0 1.56157635468 192% => OK
Subordination: 4.0 1.71428571429 233% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 3.65517241379 109% => OK
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 23.0 20.5024630542 112% => OK
Sentence length SD: 43.6396226687 50.4703680194 86% => OK
Chars per sentence: 134.0 104.977214359 128% => OK
Words per sentence: 23.5 20.9669160288 112% => OK
Discourse Markers: 4.91666666667 7.25397266985 68% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 1.0 5.33497536946 19% => OK
Sentences with positive sentiment : 6.0 6.9802955665 86% => OK
Sentences with negative sentiment : 2.0 2.75862068966 72% => OK
Sentences with neutral sentiment: 4.0 2.91625615764 137% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.117470739954 0.242375264174 48% => OK
Sentence topic coherence: 0.0377245782681 0.0925447433944 41% => OK
Sentence topic coherence SD: 0.0457770852477 0.071462118173 64% => OK
Paragraph topic coherence: 0.0651494431297 0.151781067708 43% => OK
Paragraph topic coherence SD: 0.0319469023612 0.0609392437508 52% => OK
Essay readability:
automated_readability_index: 17.2 12.6369458128 136% => OK
flesch_reading_ease: 31.21 53.1260098522 59% => Flesch_reading_ease is low.
smog_index: 13.0 6.54236453202 199% => OK
flesch_kincaid_grade: 14.6 10.9458128079 133% => OK
coleman_liau_index: 16.08 11.5310837438 139% => OK
dale_chall_readability_score: 10.99 8.32886699507 132% => OK
difficult_words: 111.0 55.0591133005 202% => Less difficult words wanted.
linsear_write_formula: 15.5 9.94827586207 156% => OK
gunning_fog: 11.2 10.3980295567 108% => OK
text_standard: 16.0 10.5123152709 152% => OK
What are above readability scores?
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Rates: 88.8888888889 out of 100
Scores by essay e-grader: 80.0 Out of 90
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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.