grade level essay checker

grade level essay checker

The Importance of Using Grade-Level Essay Checkers

1. Introduction to Grade-Level Essay Checkers

Imagine that Robert writes an essay that has fluent writing, strong rhetorical skills, and the ability to construct a compelling argument. But his grade-level usage is less than the third percentile of a norming population. That is not acceptable. According to most teachers, this is fifth-grade writing, unacceptable for a twelfth grader. It is important to provide Robert with additional writing instruction and drill about common grade-level grammatical concepts. If possible, he should be provided with one-to-one instruction in grammar by an assistant or specialized software.

Writing is an important skill in many school subjects. Some teachers primarily assess students on the basis of essays, position papers, or other writing assignments. Many standardized exams require a written essay. Low writing proficiency can hold a student back. However, students sometimes suffer because an excessively high or low score is irradiated.

2. Benefits of Using Grade-Level Essay Checkers

Grade-Level Essay Checkers, which are often free, allow for essays to be checked in a safe, non-judgmental, and hassle-free manner. Moreover, other helpful text and writing analysis services are also provided. These include style organization and statistics, a visual document tree, paragraph equations and statistical summaries, and arguments. By having these analytical components, the services assist educators in teaching about students’ writing development strengths and weaknesses. It is quickly determined if there may be too many “wordy” students, if there are too many students with good readability that still need improvement in finding factual, quality information and evidence, and if that information is synthesized. Informed feedback such as that provided from Grade-Level Essay Checkers can thereby assist with English Language Arts instruction that is focused and targeted.

It’s important to gauge the level and appropriateness of an essay for its intended purpose. Grade-level writing is often inspirational, informative, and educational. There are numerous ways to check that writing is at the desired level including grade-level text readers, English Language Arts (ELA) standards, and student writing rubrics. Another way of determining whether text is at the desired level is by using Grade-Level Essay Checkers which work by checking the English grammar skills and sophistication of writing. Some of these programs use Artificial Intelligence, the internet, and Machine Learning, and they can provide easy-to-use, updated scores on the quality of essays written at forward, backward, and the surrounding grade-levels.

3. Key Features to Look for in Grade-Level Essay Checkers

First and foremost, a good grade-level essay checker should have the ability to compare a corrected document with a plethora of source databases. Any similarities found between the two documents should appear within seconds at most. Furthermore, educators will need to know the implications of such comparisons where various indicators allow them to strategize their pedagogical response accordingly. By having utmost control over their grading criteria, they can manage various forms of plagiarism and parental complaints effectively. With our Raise the Bar report, users are privy to the most informative correlation result to understand the essay characteristic.

An intentional combat against plagiarism could only be meaningful if educators are equipped with dependable essay checkers. While there are a number of essay checkers on the market, most are not optimized for academic use. The features found in these essay checkers are often limited and leave much to be desired. It is important for educators to look at a number of key features when they are choosing a grade-level essay checker, ideally one that is integrated with a powerful learning management system (hereinafter “LMS”) coupled with digital library resources. The following list reflects some of the key features to look for in a grade-level essay checker.

4. Common Mistakes Detected by Grade-Level Essay Checkers

Grade-level checkers also detect insufficient structure and basic quality flaws. Insufficient structure refers to an essay that includes behavioral elements that are below what would be expected for that genre. A basic quality flaw, such as incorrect usage of grammar, is detected when the writer includes frequent examples of inappropriate language at the sentence or word level. Unlike grammar filtering tools, grade-level checkers include a wide variety of simple grammatical errors and often recognize higher order authorial problems, such as poor authorial control of topic restriction. Overall, it is the combination of the essay faults, linguistic features, and domain knowledge inherent in human grading rubrics that allows grade-level essay checkers to provide a high degree of accuracy for assessing writing.

Grade-level essay checkers detect a variety of mistakes, including inappropriate use of vocabulary, poor organization, and lacking support. Inappropriate vocabulary, using subject-specific (or higher) vocabulary, can sabotage an otherwise well-written essay. This is detected by using SAT-level vocabulary for an essay written for a fourth grade audience, for example. Poor organization refers to errors that affect the logical progression of the essay, such as starting and stopping unrelated thoughts. Lacking support refers to omitting important types of information, such as providing more examples and/or explanation to support reasoning, or failing to refer to and build on a writer’s own ideas.

5. Conclusion and Future Implications

When creating or evaluating such a system, it is necessary to understand that these essay-level assessments serve a particular purpose. Their goal is not to supplant a (human) rater when rating essays on an absolute scale, but rather to provide a stable grade and to signal when that stability is in jeopardy. Most essay-level classifiers aim to mimic the holistic rating task completed by educators. When creating or evaluating such a system, it is necessary to understand that the essay-level classifier serves a specific purpose, which is to predict a shared teacher’s assessment. The created prediction should be compared to the stability of the teacher assessments and the student’s progression which provides valuable information for the teacher and student. Such insights can help mold the judgments made and received by a student into a knowledge-building interaction. From a more practical perspective, such thoughts can help to shape the learning assignment and requirements. The connection of such systems to the evaluation of English as an additional language has received some attention. In particular, the demands on writing have been analyzed for comparison to what is expected of a second language educational entrant. It is usually beneficial to be explicit in the objectives, data, and varying levels of when and how monitoring of this link between assessments, progression and stability is achieved.

Grade-level essay checkers – capable of estimating the grade level of a given essay or chunk of text – are valuable tools for educators, students, and researchers. These essay-level assessments assist in the identification of essays which are not at a student’s level, and when given to both the teachers and students, can help to manage expectations for the drafts they evaluate and every student receives. For educators, the use of such technologies frees them from estimations and upon evaluation, allows them to gradually reveal the underlying reasons for the given score. Students who use essay-level assessments to understand their progress continually grow and feed a constructive learning cycle. While these systems do not take away the necessity for the subjective evaluation of an essay, they can remind both teacher and student of fundamental issues in the writing or marking process and provide a ‘reality check’ of the essay’s deemed grade level.