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Some people believe that exams are an unappropriate way of measuring students performance and should be replaced by continuous assessments. Do you agree or disagree?

#people #exams #unappropriate #students #performance #assessments
Some people believe that
exams
 are an
unappropriate
Correct your spelling
inappropriate
show examples
 way of measuring
students
performance
 and should be replaced by continuous
assessments
. Do you agree or disagree? Some people believe that
exams
 are not suitable to measure the
performance
 of
students
, and should be replaced by continuous
assessments
. I personally agree with
this
 viewpoint because
exams
 create
pressure
 on
students
, and
assessments
 provide the opportunity for self-learning.
Exams
 are not suitable to evaluate student
performance
 because they create
pressure
 on
students
.
Students
 sometimes become tense about their
exams
, and cannot be prepared well.
Moreover
, because of huge exam
pressure
, some
students
 get ill, and cannot concentrate well.
As a result
, their
performance
also
 gets affected.
For example
, approximately 70% of university
students
 in Australia have expressed their dissatisfaction regarding monthly
exams
 because of increasing peer
pressure
.
Therefore
, they voted for
assessment
Correct article usage
an assessment
show examples
 deadline every fortnight as the evaluator of their
performance
.
Furthermore
,
assessments
 are a good way to measure the
performance
 of
students
 because they encourage self-learning.
Assessments
 are similar to open-book
exams
, which do not put the
students
 under
pressure
. Student can research, study and write their own
assessments
according to
 the criteria and can submit them on the due date. They do not have to memorize anything, and they can engage in self-learning.
For example
, in Canada, most university
students
 prefer assessment because they can learn on their own without the interference of others. They enjoy
this
 independent learning and earn knowledge on their own. In conclusion, I personally agree that
assessments
 are more effective than
exams
 because
students
 can learn independently.
Exams
 create
pressure
 on the
students
 and sometimes affect their health.
Submitted by rahman_rehana on

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task achievement
While your task response is generally good, try to include more comprehensive arguments and address counter-arguments for a more balanced perspective.
task achievement
Ensure that all ideas are fully developed to enhance clarity and comprehension of your viewpoint.
task achievement
Integrate more relevant and specific examples consistently throughout the essay to strengthen your points.
coherence cohesion
The essay is well organized but can benefit from more connective devices to further enhance logical flow between paragraphs.
coherence cohesion
Make sure each main point is consistently supported with detailed explanations. This will enhance cohesion and the overall unity of the essay.
coherence cohesion
You have a clear and structured introduction and conclusion, which effectively frame your essay.
task achievement
Your use of specific examples, like the Australian university student survey, effectively supports and strengthens your arguments.
coherence cohesion
The essay maintains a logical structure, with each paragraph focusing on a specific point.

Support ideas with relevant, specific examples

Examples make your writing easier to understand by illustrating points more effectively.

Examples, if used properly, not only help you get higher marks for ‘Task Response’ but also for ‘Coherence’.

When giving examples it is best to put them after your main idea or topic sentence. They can be used in the middle of supporting sentences or they can be used to start a new sentence. There is no rule for where exactly to give examples in essays, logically they would come after your main idea/topic sentence or just after a supporting sentence.

Linking words for giving examples:

  • for example
  • for instance
  • to illustrate this
  • to give a clear example
  • such as
  • namely
  • to illustrate
  • take, for example

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