IELTS Writing Correction Service /
Writing Samples /
Band 3.5

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?

#examinations #student #performance #course #work #projects
These days, most of schools are using formal examinations to assess a student’s performance while continual
assessment
such
 as course
work
 and projects are
also
 becoming a commonplace. Both
such
 systems have their strengths and weaknesses. Formal examinations are probably the most widely used
method
Suggestion
methods
 to evaluate students’ performances. They are a fair system in
which students are all
Suggestion
which all students are
 provided the same test materials at the same time and space. Those who advocate
this
 system expect students working hard will be rewarded with high
grades which
Accept comma addition
grades, which
 are believed to reflect their academic knowledge.
However
, while some students excel in exams, others find it difficult to
work
 under
such
 pressure.
Therefore
, formal examinations may not always reflect a student’s true ability.
On the other hand
, continual
assessment
 allows those students who
work
 at a slower pace more time to
work
 on their course
work
 and projects.. It
also
 encourages teamwork which is an important skill for future
employment so
Accept comma addition
employment, so
 children are able to develop
comprehensively
Suggestion
comprehension
.
However
, since students don’t necessarily
work
 on their projects at school, teachers may not observe the working process and
thus
 not be able to give a satisfactory
assessment
. In conclusion, it is evident that both continual
assessment
 and formal examinations are effective in different ways, but they
also
 have weaknesses. I think in order to optimize the quality of education, both should be used to assess students’ academic performances.
Submitted by hien082nguyen on

Unauthorized use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Writing9 with appropriate and specific direction to the original content.

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.

Discover more tips in The Ultimate Guide to Get a Target Band Score of 7+ »— a book that's free for 🚀 Premium users.

Topic Vocabulary:
  • controlled environment
  • academic ability
  • creativity
  • critical thinking
  • practical skills
  • holistic approach
  • high-stakes exam
  • rote learning
  • deeper understanding
  • plagiarism
  • standardized measure
  • consistency
  • fairness
  • track progress
  • feedback
  • equitable approach
What to do next:
Look at other essays: