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. To what extent do you agree or disagree with this statement?

It is thought that the only relevant and fair
way
to rate the students, is
formal passive type
Suggestion
a formal passive type
the formal passive type
of examination, despite there is another
method
to asses
them which
Accept comma addition
them, which
is by frequent
assesment
the classification of someone or something with respect to its worth
assessment
of their performance in workshops and how they perform a project
.
Accept space
.
Although
both methods have their odds and cons
,
Accept space
,
but I partially agree with formal examination and I will discuss my point of view
on
Suggestion
of
in
this
essay
.
Accept space
.
Firstly
,
Accept space
,
formal examination provides an easy, unified and
rapid
Suggestion
a rapid way
way
of assessment
.
Accept space
.
This
kind of exams would test your
ability
to recall
informations
a message received and understood
information
, so the more you have memorized the more you would be
liable get
Suggestion
liable to get
high marks.
However
, there are a few disadvantages
for
Suggestion
of
this
method
.
Accept space
.
The
first
and the foremost is,
this
method
could be unfair in
some times
on certain occasions or in certain cases but not always
sometimes
, as you only can perform the exam once
,
Accept space
,
this
one particular time may not suit your state
.
Accept space
.
For
example you
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example, you
might have been sick
,
Accept space
,
and that of course
affect
Suggestion
affects
the
way
you perform in
you
of you or yourself
your
exam
,
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,
and because
this
is the only time you will be tested
,
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,
therefore
you could be underestimated or improperly assessed
.
Accept space
.
Another point regarding the objectives of
this
method
is that only your
ability
to recall will be valued
,
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,
bypassing your
ability
to create and work
.
Accept space
.
In
favor
promote over another
favour
of continuous assessment
,
Accept space
,
It is a very effective
way
to estimate the
ability
of the student to perform the skills he have learned
.
Accept space
.
In contrast
to the other mentioned
method
,
Accept space
,
this
paradigm is much fairer, as it
do not rely
Suggestion
does not rely
on one test but it
is lasts
Suggestion
lasts
has lasted
till the end of your course
.
Accept space
.
But in
fact
Accept comma addition
fact, this
this
method
could be more expensive and time consuming. In
nutshell
Suggestion
a nutshell
, each
method
has its
benifits
financial assistance in time of need
benefits
and drawbacks
.
Accept space
.
However we
Accept comma addition
However, we
can use a mix of both sorts in order to get the most accurate rating for a student.

Fully explain your ideas

To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).

For we to consider an essay structure a great one, it should be looking like this:

  • Paragraph 1 - Introduction
    • Sentence 1 - Background statement
    • Sentence 2 - Detailed background statement
    • Sentence 3 - Thesis
    • Sentence 4 - Outline sentence
  • Paragraph 2 - First supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 3 - Second supporting paragraph
    • Sentence 1 - Topic sentence
    • Sentence 2 - Example
    • Sentence 3 - Discussion
    • Sentence 4 - Conclusion
  • Paragraph 4 - Conclusion
    • Sentence 1 - Summary
    • Sentence 2 - Restatement of thesis
    • Sentence 3 - Prediction or recommendation

Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.

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