In most of the education systems, students are assessed by written examinations. Do you think it is a good idea or not? (Give your reasons.)
Recently, the phenomenon of assessment systems and its corresponding impact has sparked a heated debate. Although contested by many that written examinations are highly beneficial, such issue is regarded thoroughly both constructive and positive by a substantial number of individuals. I am highly inclined to believe that written evaluations can be a plus, and I will analyze that throughout this essay.
From the academic standpoint, written tests can provide the society with some noticeable effects which are rooted in the fact that social equity, as well as precision, are inextricably bound up. According to my own experience, I performed an academic experiment which discovered students who underwent written examination are 20% less under stress imposed by the exam compared to those who took continual evaluations. So, in this case, they get an equal opportunity. In addition, it can be rechecked by multi assessors which lead to accuracy. Thus, beneficial ramifications of both fairness and precision apparently can be seen.
Within the realm of educational sciences, formal tests might increase the consequences of the poor outcome. Moreover, fundamental aspects of time-constrained exams relate to this reality that the demerits of those who cannot give their best output pertain to their intellectual ability. As a tangible example, a scientific research undertook by a prestigious university has asserted that the downside of this assessment style is correlated negatively with the pressure of exams. As a result, this fact eventuates in a way that students with lack of confidence feel disappointed.
To put it in a nutshell, I pen down saying that, while there are several compelling arguments on both sides, I profoundly believe that the benefits of formal examinations far outweigh its drawbacks. Not only do their advantages prove the significance of widely used around the world, but also pinpoint educational implications.
Transition Words or Phrases used:
also, apparently, but, if, moreover, so, thus, well, while, in addition, as a result, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 10.5418719212 95% => OK
Auxiliary verbs: 7.0 6.10837438424 115% => OK
Conjunction : 5.0 8.36945812808 60% => More conjunction wanted.
Relative clauses : 15.0 5.94088669951 252% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 30.0 20.9802955665 143% => Less pronouns wanted
Preposition: 40.0 31.9359605911 125% => OK
Nominalization: 8.0 5.75862068966 139% => OK
Performance on vocabulary words:
No of characters: 1654.0 1207.87684729 137% => OK
No of words: 299.0 242.827586207 123% => OK
Chars per words: 5.53177257525 5.00649968141 110% => OK
Fourth root words length: 4.1583189471 3.92707691288 106% => OK
Word Length SD: 3.22133829196 2.71678728327 119% => OK
Unique words: 194.0 139.433497537 139% => OK
Unique words percentage: 0.648829431438 0.580463131201 112% => OK
syllable_count: 523.8 379.143842365 138% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 4.6157635468 152% => OK
Article: 2.0 1.56157635468 128% => OK
Subordination: 5.0 1.71428571429 292% => Less adverbial clause wanted.
Conjunction: 2.0 0.931034482759 215% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 3.65517241379 164% => OK
Performance on sentences:
How many sentences: 14.0 12.6551724138 111% => OK
Sentence length: 21.0 20.5024630542 102% => OK
Sentence length SD: 52.7657994523 50.4703680194 105% => OK
Chars per sentence: 118.142857143 104.977214359 113% => OK
Words per sentence: 21.3571428571 20.9669160288 102% => OK
Discourse Markers: 6.85714285714 7.25397266985 95% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 0.0 5.33497536946 0% => OK
Sentences with positive sentiment : 7.0 6.9802955665 100% => OK
Sentences with negative sentiment : 4.0 2.75862068966 145% => OK
Sentences with neutral sentiment: 3.0 2.91625615764 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.099577856884 0.242375264174 41% => OK
Sentence topic coherence: 0.0292491087526 0.0925447433944 32% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0216027212784 0.071462118173 30% => Sentences are similar to each other.
Paragraph topic coherence: 0.0545321888774 0.151781067708 36% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0109226554332 0.0609392437508 18% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.3 12.6369458128 121% => OK
flesch_reading_ease: 33.24 53.1260098522 63% => OK
smog_index: 11.2 6.54236453202 171% => OK
flesch_kincaid_grade: 13.8 10.9458128079 126% => OK
coleman_liau_index: 14.79 11.5310837438 128% => OK
dale_chall_readability_score: 10.49 8.32886699507 126% => OK
difficult_words: 110.0 55.0591133005 200% => OK
linsear_write_formula: 12.0 9.94827586207 121% => OK
gunning_fog: 10.4 10.3980295567 100% => OK
text_standard: 12.0 10.5123152709 114% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 72.0 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.