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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. v.9

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. v. 9
Formal examinations have been used as means of assessing students on their understanding of various subjects since time immemorial. Considering it in isolation or in combination with other continual assessment such as course work or projects, it remains a subject of controversy as to the best method of assessment. In my opinion, a combination of the two may be a better way of assessing students. First and foremost, the aim of the assessment is to quantify how much the student understands the taught subject in its totality. An examination is usually administered on a single sitting. The outcome depends on various factors such as whether the examination is conducted in a conducive atmosphere, whether the student is healthy during the time of the examination and also the student’s mood. These are all non-academic factors that may affect the result of the examination. Secondly, a single examination may not cover the scope of the subject completely especially in broad subjects such as medicine and law. Continual assessments may then come in handy. In addition, formal examinations are not flexible enough to assess other qualities possessed by a student such as confidence and the ability of a student to present a topic to the public. These can only be done through other assessments such as presentations and other course works and projects. In conclusion, formal examinations are a good means of assessment but should not be used in isolation due to some of its shortcomings such as its inability to cover wide topics, being affected by other none academic factors such as a student’s mood or health. Therefore, continual assessments such as course work and projects should also be considered.
Formal
You use this word too often, consider replacing it with
examinations
have been
This phrase/word (depending on the context) can be potentially replaced with :
used
as means of assessing
You use this word too often, consider replacing it with
students
on their understanding of various
You use this word too often, consider replacing it with
subjects
since time immemorial. Considering it in isolation or in combination with
You use this word too often, consider replacing it with
other
continual
You use this word too often, consider replacing it with
assessment
such as course work or projects, it remains a
You use this word too often, consider replacing it with
subject
of controversy as to the best method of
You use this word too often, consider replacing it with
assessment
. In my opinion, a combination of the two may be a better way of assessing students.

First
and foremost, the aim of the
You use this word too often, consider replacing it with
assessment
is to quantify how much the
You use this word too often, consider replacing it with
student
understands the taught
You use this word too often, consider replacing it with
subject
in its totality. An
You use this word too often, consider replacing it with
examination
is
usually
administered on a single sitting. The outcome depends on various factors such as whether the
You use this word too often, consider replacing it with
examination
is conducted
in a conducive atmosphere, whether the
You use this word too often, consider replacing it with
student
is healthy during the time of the
You use this word too often, consider replacing it with
examination
and
also
the
You use this word too often, consider replacing it with
student’s
mood. These are all non-academic factors that may affect the result of the examination.

Secondly
, a single
You use this word too often, consider replacing it with
examination
may not cover the scope of the
You use this word too often, consider replacing it with
subject
completely
especially
in broad
You use this word too often, consider replacing it with
subjects
such as medicine and law. Continual
You use this word too often, consider replacing it with
assessments
may then
This phrase/word (depending on the context) can be potentially replaced with :
come
in handy.

In addition
, formal
You use this word too often, consider replacing it with
examinations
are not flexible
This phrase/word is too simple and can be replaced with:
enough
to assess
You use this word too often, consider replacing it with
other
qualities possessed by a
You use this word too often, consider replacing it with
student
such as confidence and the ability of a
You use this word too often, consider replacing it with
student
to present a topic to the public. These can
This phrase/word (depending on the context) can be potentially replaced with :
only
be done
through
You use this word too often, consider replacing it with
other
You use this word too often, consider replacing it with
assessments
such as presentations and
You use this word too often, consider replacing it with
other
course works and projects.

In conclusion
, formal
You use this word too often, consider replacing it with
examinations
are a
This phrase/word (depending on the context) can be potentially replaced with :
good
means of
You use this word too often, consider replacing it with
assessment
This phrase/word is too simple and can be replaced with:
but
should not be
This phrase/word (depending on the context) can be potentially replaced with :
used
in isolation due to
This phrase/word is too simple and can be replaced with:
some
of its shortcomings such as its inability to cover wide topics, being
This phrase/word (depending on the context) can be potentially replaced with :
affected
by
You use this word too often, consider replacing it with
other
none academic factors such as a
You use this word too often, consider replacing it with
student’s
mood or health.
Therefore
, continual
You use this word too often, consider replacing it with
assessments
such as course work and projects should
also
be considered
.
10Linking words, meeting the goal of 7 or more
31Repeated words, meeting the goal of 3 or fewer
0Mistakes

IELTS essay 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. v. 9

Essay
  American English
5 paragraphs
278 words
6.0
Overall Band Score
Coherence and Cohesion: 6.0
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • Include an introduction and conclusion
  • Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • Vary your linking phrases using synonyms
Lexical Resource: 5.5
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 6.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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