1. Evaluation : Procedures used to determine whether the subject (i.e.

student) meets a preset

criteria, such as qualifying for special education services. This uses assessment (remember
that an assessment may be a test) to make a determination of qualification in accordance
with a predetermined criteria.

2. There are two function considering to the evaluation purpose Formative Evaluations provide
the information on the improving a product or a process Summative Evaluations provide
information of short-term effectiveness or long-term impact to deciding the adoption of a
product or processFormative evaluation for program improvement, learning and decisions
about incremental changes.
Summative evaluation for accountability and decisions about whether or not to continue or
expand a program.
Formative and summative evaluations may use some of the same evaluation methods.

The classic comparison, by Professor Robert Stake, is "When the cook tastes the soup, that's
formative; when the customer tastes it, that's summative".

Formative evaluation refers to evaluation conducted to inform decisions about

improvement. It can provide information on how the program might be developed (for new
programs) or improved (for both new and existing programs). It is often done during program
implementation to inform ongoing improvement, usually for an internal audience. Formative
evaluations use process evaluation but can also include outcome evaluation, particularly to
assess interim outcomes.
Summative evaluation refers to evaluation to inform decisions about continuing, terminating
or expanding a program. It is often conducted after a program is completed (or well
underway) to present an assessment to an external audience. Although summative evaluation
generally reports when the program has been running long enough to produce results, it should
be initiated during the program design phase. Summative evaluations often use outcome
evaluation and economic evaluation but could use process evaluation, especially where there
are concerns or risks around program processes.
 The purpose of a program evaluation will inform (and be informed by) the audience needs,
reporting requirements and intended users and uses. It will also be shaped by program
characteristics including

 significance to government, size of investment, risks, sensitivities and needs for

decision
 the stage and maturity of program implementation
 the readiness of the program for evaluation including the extent and quality of
administrative data.
3. Not all evaluations serve the same purpose some evaluations serve a monitoring function
rather than focusing solely on measurable program outcomes or evaluation findings and a full
list of types of evaluations would be difficult to compile. This is because evaluation is not
part of a unified theoretical framework, drawing on a number of disciplines, which include
management and organisational theory, policy analysis, education, sociology, social
anthropology, and social change.
4. Language test is "The activity of developing and using language tests. As a psychometric
activity, language testing traditionally was more concerned with the production, development
and analysis of tests. Recent critical and ethical approaches to language testing have placed
more emphasis on the uses of language tests. The purpose of a language test is to determine a
person’s knowledge and/or ability in the language and to discriminate that person’s ability
from that of others. Such ability may be of different kinds, achievement, proficiency or
aptitude. Tests, unlike scales, consist of specified tasks through which language abilities are
elicited. The term language assessment is used in free variation with language testing although
it is also used somewhat more widely to include for example classroom testing for learning
and institutional examinations."
5. The Purposo of Language test is to determine a person’s knowledge and/or ability such ablity
may be of different kinds, achievement, proficiency or aptitude. Test, unlikely scales, consist
of specified tasks through which language abilities are elicited. The term language assessment
is used in free variation with language testing although it is also used somewhat more widely
to include for example classroom testing for learning and institutional examinations.
6.
 Oral tests and exams can be intimidating and require preparation. The following strategies
will prepare you to face the oral exam.

 Prepare.
Like any other test, the key to acing an oral exam is preparation. Spend adequate time
studying for your oral exam. Be thoroughly knowledgeable about the subject you will be
tested on. During your preparation, practice answering any question your teacher could
possibilty test you on.
Prior to the exam, ask your instructor about the concepts you'll be required to understand
and whether you're permitted to use visual aids and other teaching materials. You should
also inquire about appropriate dress. If visual aids are used, do not rely too heavily on them.
 Be punctual.
Never arrive late for an oral exam. Be sure to confirm the date, time and location of the
exam ahead of time. Showing up late to an oral exam gives a bad impression and can result
in a lower test score.
 Give a good first impression.
Your oral exam begins the moment you walk in the door. Enter the room with smile, look
interested, pay attention to your instructor and introduce yourself. Make sure to look and act
professional. Dress appropriate for the type of oral exam you're taking and make sure to turn
off your cellphone.
 Don't forget to listen.
Oral exams are all about talking, right? No! Oral exams are about intelligent listening and
intelligent talking. Make sure to listen, pay attention and stay focused throughout the entire
exam. Listen attentively to questions and follow instructions given. If a question is unclear,
ask your teacher for clarification. If you don't know the answer, say so but be direct and stay
on topic.
 Don't ramble.
Rambling is one of the last things you want to do while taking an oral exam. If you don't know
the answer to a question, say so, then outline a methodology you'd use to find the answer or
 solve the problem. Be direct, stay on top, answer questions thoroughly, but concisely, and
don't ramble.
Also, avoid mumbling or speaking in a monotone voice. Do not rush through the test and alter
your voice tone. Practice speaking before the test.
 Practice makes perfect.
Practice for the test by creating possible questions and answering them. This will prepare you
for what could appear on the test and help you improve your speaking skills. It's best to
practice with a classmate familiar with the terms and concepts that could appear on the test,
students who have already taken the test or a tutor. If available and willing, do a trial run with
your teacher to get some feedback.
 Use technology wisely.
If you intend to use an overhead projector, computer or mobile device, be sure that it is
working properly before the test. Technology can greatly enhance your oral presentation but
it can also become a detraction. Don't use technology unless it enhances your presentation and
don't go over the top. Your oral presentation should showcase you, not your new iPad Plus.
 Pay attention to your body language.

There is an old English idiom that says "a picture is worth a thousand words". While this
idiom doesn't hold completely true when it comes to oral presentations, it's still important to
realize that your visual appearance and your body language are vital forms of communication
that you need to pay attention to if you want to ace your oral exam. Body language in particular
can make or break an oral presentation. Your body language should be deliberate, it should
exude confidence and communicate that you're happy to be there. Your body language is so
powerful it will either reinforce your message or contradict it. The following are a few of the
most important body language guidelines.

 Posture
 Don't fold your arms across your chest or slouch. This disconnects you from your
audience.
  Don't clasp your arms behind your back. This makes you come off as aloof.
 Don't rest your hands on your hips. This makes you appear matronly.
 Don't fold your arms down in front of your waist. This makes you appear like a 'goody-
goody'.
 Avoiding rocking back or forth, or swaying. This makes you appear nervous, anxious
and/or restless.
 Don't put your hands in your pockets or hide them. People tend to trust you more when
they can see your hands.
 Don't fidget with anything. Playing with your keys, your clothing, your keys or a pen
during your presentation communicates to your audience that you're nervous.
 If you wear glasses, don't push them back constantly. Before your presentation make sure
your glasses are fit comfortably and secure.
 Make sure you are clean and kempt. If you have long hair, make sure it is out of your face
and not covering your eyes.
 Don't keep checking your watch. If there is a clock in the room you can glance at it to
keep track of time. Alternatively, you can take your watch off and set it on the lectern or
table.
 Don't drum your fingers. This is distracting and communicates that you're nervous.
 Avoid facing away from the audience or your teacher when you're speaking. If you need
to write something on a flip chart or board, finish writing then turn around to speak.
Speaking while you're facing away from the audience does not allow your voice to project
in the right direction.
7. Oral Test is an assessment intended to measure a test-taker's knowledge, skill, aptitude,
classification in many other topics. require the ability to present, communicate, discuss and
argue; at the oral exam, however, the examinee’s performance takes place in the exam room
immediately prior to the assessment. Involvement and commitment are important factors. In
that respect, the oral exam is comparable to a lot of real, working-life situations, and thus it
may from the outset be regarded as an authentic type of exam. An oral exam is a particularly
 condensed event. To all the involved parties, students and examiners alike, the time limit
plays a significant role an oral test may be administered verbally, on paper, on a computer, or
in a confined area that requires a test taker to physically perform a set of skills. Tests vary in
style, rigor and requirements. For example, in a closed book test, a test taker is often required
to rely upon memory to respond to specific items whereas in an open book test, a test taker
may use one or more supplementary tools such as a reference book or calculator when
responding to an item. A test may be administered formally or informally.

8. These three poles (or worlds in which the essay may exist) are:
 The personal and the autobiographical: The essayists that feel most comfortable in this
pole "write fragments of reflective autobiography and look at the world through the
keyhole of anecdote and description".
 The objective, the factual, and the concrete particular: The essayists that write from
this pole "do not speak directly of themselves, but turn their attention outward to some
literary or scientific or political theme. Their art consists of setting forth, passing
judgment upon, and drawing general conclusions from the relevant data".
 The abstract-universal: In this pole "we find those essayists who do their work in the
world of high abstractions", who are never personal and who seldom mention the
particular facts of experience.
Huxley adds that the most satisfying essays "...make the best not of one, not of two, but of all
the three worlds in which it is possible for the essay to exist."