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Band 6.5

Many people in education argue that examinations are the only objective way to assess a student’s progress. Others claim that examinations are unfair on people who suffer from exam nerves. They also say that examinations are not the best way to encourage creativity among students. What do you think is the best way to assess students ?

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Introduction
There are a number of individuals who consider that the most efficient
way
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 to evaluate a
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student
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’s success is through
examinations
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.
On the other hand
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, there are those who believe that
exams
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 don’t support creativity and are not suitable for
students
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 who suffer from exam anxiety. As for me, I concur with the first idea. The best
way
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 to judge
students
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’ progress is through
exams
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 rather than classwork,
such
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 as projects. I believe teachers can assess each
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student
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’s knowledge objectively and accurately.
Body paragraph 1
Many consider that
examinations
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 are the only objective
way
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 to evaluate a
Use synonyms
student
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’s progress. By doing so, a
student
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 is evaluated, and it is verified how well they have prepared independently and which areas require improvement. To illustrate, if a
student
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 takes an exam and fails
,
Punctuation problem
apply
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 or achieves results that are lower than expected, the teacher can guide them and help them prepare for better results next time.
Moreover
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,
examinations
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 can accurately reflect a
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student
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’s real level of knowledge and academic ability.
For example
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,
exams
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 can show how well a
student
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 performs in subjects
such
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 as mathematics,
while
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 group projects often involve teamwork, which may not always reflect an individual
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student
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’s abilities and independent thinking.
Body paragraph 2
On the contrary
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, others say that
examinations
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 can be stressful for
students
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 and don’t encourage creativity.
Exams
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 may have negative effects on
students
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, leading to health problems.
For example
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, intensive preparation over a long period of time can cause stress disorders and insomnia. Eventually, the
student
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 is not well-rested and may struggle to think clearly or creatively because they are focused on memorising large amounts of information.
Conclusion
Overall
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,
exams
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 can be the best
way
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 to objectively evaluate a
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student
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’s progress.
However
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,
such
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assessment
Correct article usage
an assessment
show examples
 can be very stressful for some
students
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. I believe the best
way
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 to measure a
Use synonyms
student
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’s success is through
examinations
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. In
this
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 manner, a
Use synonyms
student
Use synonyms
’s potential can be assessed fairly and accurately.

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task response
Score: 6. You answer the question, but your view is too one-sided. The question asks for the best way, so say if exams should be the only way, or if exams should be used with other work, such as small tasks, talks, and projects.
task response
Explain more clearly why exams are fair for students with exam nerves. At present, you say exams are best, but you also say they can cause stress. Give a way to make exams more fair, for example more than one exam, extra time, or a mix of exam and class work.
task response
Your point about creativity needs more work. Say why an exam can test creative thought, or accept that a project may be better for art, writing, and new ideas.
task response
Avoid saying the same idea many times. “Exams are the best way” is said in the start and again twice in the end. Use that space for a new reason or a fuller example.
coherence and cohesion
Score: 6. Your order is clear, but some links are not fully smooth. “On the contrary” is not the best choice because the next part gives a limit of exams, not a fully opposite view. Use “However” or “At the same time”.
coherence and cohesion
Make each body part start with one clear main point. For example: “First, exams show what each student can do alone.” Then give the reason and example.
coherence and cohesion
Some ideas need a closer link. In the first body part, explain how a low score shows what a student needs to learn next. In the second, link stress more clearly to lower exam marks and less creative thought.
coherence and cohesion
Your ending repeats the start. Make it stronger by giving one final answer, such as: “Exams should be the main tool, but they should be used with class work so all students can show what they know.”
task response
You give a clear view: exams are the best main way to assess students. You also talk about stress and creativity.
task response
Your examples are on topic, such as a student who fails an exam and group work that may hide one student's real level.
coherence and cohesion
The essay has a clear start, two main body parts, and an ending. This makes it easy to follow.
coherence and cohesion
You use clear link words, such as “On the other hand”, “For example”, “Moreover”, and “Overall”.
Include an introduction and conclusion

A conclusion is essential for IELTS writing task 2. It is more important than most people realise. You will be penalised for missing a conclusion in your IELTS essay.

The easiest paragraph to write in an essay is the conclusion paragraph. This is because the paragraph mostly contains information that has already been presented in the essay – it is just the repetition of some information written in the introduction paragraph and supporting paragraphs.

The conclusion paragraph only has 3 sentences:

  • Summary
  • Restatement of thesis
  • Prediction or recommendation

Example:

To summarize, a robotic teacher does not have the necessary disciple to properly give instructions to students and actually works to retard the ability of a student to comprehend new lessons. Therefore, it is clear that the idea of running a classroom completely by a machine cannot be supported. After thorough analysis on this subject, it is predicted that the adverse effects of the debate over technology-driven teaching will always be greater than the positive effects, and because of this, classroom teachers will never be substituted for technology.

Start your conclusion with a linking phrase. Here are some examples:

  • In conclusion
  • To conclude
  • To summarize
  • Finally
  • In a nutshell
  • In general

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