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, written examinations have sparked an ongoing controversy, which inevitably leads to a moot question “is it advantageous or not?” Whereas it is a widely held view that formal assessment is highly beneficial, I will discuss controversial aspects of that throughout this essay.
From the educational standpoint, written exams are bound up inextricably with performance appraisal, which indicates they lead to both skill and knowledge. As a well-known example, a longitudinal study conducted by eminent scientists in 2014 demonstrates the relationship between exam results and systematic training as well as an exponential increase in academic achievements. Researchers, nevertheless, paid heed to efficient training systems, educational progress, and academic background alike. Consequently, my empirical evidence presented thus far supports the contention that the likelihood of poor scores is correlated positively with not only assessment process but also adverse outcomes.
Within the realm of psychology science, without the slightest doubt, written examinations attribute to anxiety, in that it would come down to high-stress levels, cheating, and major behavioral problems. A salient example of such attribution is critical assessment, which is a cause for concern since it was mistaken to take exam results for granted. Had there been a paradigm shift earlier, scholars might have had the opportunity to pinpoint psychological problems. Likewise, hardly had they confined their attention to oral examinations, assessment procedures, and even chronic stress. Hence, it is reasonable to infer the pivotal role of systematic changes.
To conclude, as for myself, as the saying goes “all’s well that ends well,” after analyzing what elaborated above, I firmly believe that the advantages of written exams are of more significance. However, with the benefit of hindsight, we conceive the more we research, the further we discover.
Grammar and spelling errors:
Line 7, column 84, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...oes 'all's well that ends well,' after analyzing what elaborated above,...
^^^^^^
Transition Words or Phrases used:
also, but, consequently, hence, however, if, likewise, nevertheless, so, thus, well, whereas, as for, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 10.5418719212 104% => OK
Auxiliary verbs: 3.0 6.10837438424 49% => OK
Conjunction : 7.0 8.36945812808 84% => OK
Relative clauses : 9.0 5.94088669951 151% => OK
Pronoun: 22.0 20.9802955665 105% => OK
Preposition: 35.0 31.9359605911 110% => OK
Nominalization: 12.0 5.75862068966 208% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1692.0 1207.87684729 140% => OK
No of words: 285.0 242.827586207 117% => OK
Chars per words: 5.93684210526 5.00649968141 119% => OK
Fourth root words length: 4.10876417139 3.92707691288 105% => OK
Word Length SD: 3.32792913721 2.71678728327 122% => OK
Unique words: 196.0 139.433497537 141% => OK
Unique words percentage: 0.687719298246 0.580463131201 118% => OK
syllable_count: 519.3 379.143842365 137% => OK
avg_syllables_per_word: 1.8 1.57093596059 115% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 4.6157635468 108% => OK
Article: 3.0 1.56157635468 192% => OK
Subordination: 4.0 1.71428571429 233% => Less adverbial clause wanted.
Conjunction: 3.0 0.931034482759 322% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 3.65517241379 192% => OK
Performance on sentences:
How many sentences: 12.0 12.6551724138 95% => OK
Sentence length: 23.0 20.5024630542 112% => OK
Sentence length SD: 60.6567643017 50.4703680194 120% => OK
Chars per sentence: 141.0 104.977214359 134% => OK
Words per sentence: 23.75 20.9669160288 113% => OK
Discourse Markers: 9.33333333333 7.25397266985 129% => 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 : 4.0 2.75862068966 145% => OK
Sentences with neutral sentiment: 2.0 2.91625615764 69% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0874357102464 0.242375264174 36% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0293544085393 0.0925447433944 32% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0299925712807 0.071462118173 42% => Sentences are similar to each other.
Paragraph topic coherence: 0.0470368426264 0.151781067708 31% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.020978558966 0.0609392437508 34% => 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: 18.4 12.6369458128 146% => 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: 17.47 11.5310837438 152% => OK
dale_chall_readability_score: 11.09 8.32886699507 133% => OK
difficult_words: 114.0 55.0591133005 207% => Less difficult words wanted.
linsear_write_formula: 17.0 9.94827586207 171% => OK
gunning_fog: 11.2 10.3980295567 108% => OK
text_standard: 17.0 10.5123152709 162% => 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.