Examples of thanking Out

Lining

The Kind of Test in Junior High School Introduction

Topic Sentence Supporting Point Supporting Details : The kinds of the test in Junior High School are written and oral test. : The students can understand about the test : - The students know how to answer the Question. - The students can give longer responses with more information. - To motivate students to develop their oral and written skills. - The teacher must beware of producing new test which purpose to address the issues involved.

Body
Topic sentence : In a simple terms a test is a method of measuring a persons ability, knowledge, or performance in a given domain. Supporting Point Supporting details : The test also has a standardized test. : - The use carefully chosen group of test-takers - The test typically are both reliable. Topic sentence Supporting Point : Two types of questions are often used in written tests, multiple-choice questions and essay questions. : Written tests may be all multiple-choice questions, all essay questions or a combination of these.

Supporting Details

: - Written tests may be all multiple-choice questions, all essay questions or a combination of these. - test questions are not developed from specific reading materials - several things candidates can do to put themselves at ease when faced with a written test.

Topic Sentence

: A multiple-choice question is usually designed in one of three forms, it states a question for you to answer, it asks you to choose the correct answer from a list of statements, or it asks you to complete an incomplete statement.

Supporting Point Supporting Details

: Tips on Answering Multiple-Choice Questions. : - The test booklet will indicate if the multiple-choice questions - Read the entire question carefully and try to answer it without referring to the answer choices. - Look for any key words in the question that may help you choice - Generally, first answer choices are more often correct than not. select the correct answer from among the

Topic Sentence

: There are two types of essay questions that may be used in a written test, the Content Essay Question and the Writing task question.

Supporting Point Supporting Details

: Tips on Answering Essay questions : - Start with the easiest question. - Read each essay question and any instructions carefully and completely.

- Identify the pieces of information you want to include in your answer and the order in which you will present it. - If you are responding to a writing task question, make certain required. - Write your answers legibly. Topic Sentence Supporting Point Supporting Details : Oral tests become more common as your college career progresses. : Disadvantages and Advantages in oral test : - Improvement in communicative competence was therefore used as the guiding criterion. Communicative oral tests did show improved performance in spoken English compared. you write your response in the format

Topic Sentence Supporting Point Supporting Details

: Several tips to do the Oral Test : The students must prepare to do the oral test : - Practice talking in front of a mirror - Maintain good eye contact and posture. - Dont forget to say thanks after the test finish

Conclusion
Topic sentence Supporting point Supporting detail : It is important to use common sense when facing a written test and oral test. : The teacher can give the materials clearly. : - Keep in mind that the Department of Administrative Services wants you to succeed when taking state examinations.

- The student is acquiring beneficial learning habits and the test is therefore fulfilling more than one pedagogical aim. - students can be further motivated to learn and to develop their practical skills.

 Paragraph
The Kind of Test in Junior High School

Introduction
The kinds of the test in Junior High school are written and oral test. Become more common as your college career progresses. Written and oral test may take place in front of one person, a panel, or a class. Formal written and oral test usually follow a list of questions. And the students know how to answer the question. The students should not give out any extra information unless you have asked. During informal test, the students can give longer responses with more information. In order to break this self, confirming circle and to motivate students to develop their written and oral skills, the situation needs to be addresses in it entirely. Teacher can find more and more interesting methods of teaching the spoken language, teacher can apply these in the classroom. Having identified the test as the driving force behind learning in schools, there are good arguments for adjusting those tests to be more communicative and to incorporate evaluation of oral abilities. However, the researcher need to proceed with cautioning in this area, since there are a number of pitfalls. The teacher must beware of producing new test which purpose to address the issues involved. But which are in fact similar in design(and therefore in effect) to those which they replace. If we focus on making the course content more conversation-based. This will be unfair to the students, who will have the study according to one set or parameters during class time, while preparing for a test based on differing principles. If we drop the established test and use only continuous assessment of oral abilities, the course will not be seen as valid by the students, who have been thought that they need to see result.

Body
In a simple terms a test is a method of measuring a persons ability, knowledge, or performance in a given domain. And a well constructed test is an instrument that provides an accurate measure of the test-takers ability within a particular domain. The definition sounds fairly simple, but in fact, constructing a good test is a complex task involving both science and art. In a Junior High School teacher have a plan to give the test to know about the ability from the student, and the kinds of the test in a Junior high School are written and oral test. The test also has a standardized test have been develop by commercial companies and evaluated through the use of carefully chosen group of test-takers that represents a wide range of typical test takers that are expected to use the test. The test typically are both-reliable-they should be expected to show consistent result for each child, and valid-the test should be accurately testing the content that they are supposed to test use of a standardized test permits a valid comparison among scores from other tests that also are standardized. Two types of questions are often used in written tests: multiple-choice questions and essay questions. Written tests may be all multiple-choice questions, all essay questions or a combination of these. For multiple-choice questions, candidates are given a number of answers to choose from for each question and must record the answer they select for the questions on a fill-in-the-bubble answer sheet. For written exercises, candidates must write out their answers in a special answer booklet. Additional information on multiple-choice questions and written exercises is provided in the pages that follow. Written tests are designed to test the knowledge, skills and abilities that are important for success in a job. Such tests are not intended to test whether candidates can learn job related knowledge quickly. For this reason, test questions are not developed from specific reading materials, and we do not provide candidates with specific information about what to study in order to prepare for written tests. However, there are several things candidates can do to put themselves at ease when faced with a written test.

(1) Read the job announcement carefully. Job announcements normally include a description of the purpose of the job class and a list of the knowledge, skills and abilities that are used in the job class. Use this to determine the subject areas that are likely to be represented in the written test. (2) Read the job specification for the job class. (This is available on DAS web site). Job specifications include a list of the duties performed by employees in a job class. This may also be useful in suggesting areas that are likely to be represented in the written test. (3) You may also want to visit your local library for test preparation materials related to individual jobs or professions. Please keep in mind that these materials are not designed to prepare you for any one state employment examination. A multiple-choice question is usually designed in one of three forms. First, it states a question for you to answer. Second, it asks you to choose the correct answer from a list of statements. Or it asks you to complete an incomplete statement. For each question, several possible answer choices will be listed. You are to select the one choice that best answers the question, is most nearly correct or best completes the statement. Your score on the multiple-choice test will be based on the total number of questions that you answer correctly. Therefore, it is to your advantage to record an answer for every question, even if you are not sure which is the correct answer. However, be sure that you mark only one answer for each question; if you mark more than one answer, that question will be recorded as incorrect. Tips on Answering Multiple-Choice Questions: 1) The test booklet will indicate if the multiple-choice questions are of equal value or if the questions are weighted differently. In a test with differently weighted questions, the weights (point values) for the questions will be presented in the test outline. Refer to the test outline to identify the questions in the test that have the highest weight. If you may not have time to answer all of the questions in the test, you should make sure that you answer the questions with the highest weight before you answer other questions. 2) Read the entire question carefully and try to answer it without referring to the answer choices. This way, you may be less confused than if you read the possible

answer choices first.

If the question does not seem to provide sufficient

information about what is being asked, or if the question requires that you choose the answer that best completes a statement, read over the alternatives first to see what answers are offered and which can be eliminated. 3) Look for any key words in the question that may help you select the correct answer from among the choices. Some common key words are: some, none, many, most, all, least, less, more, worst, poor, good, best, advantage, disadvantage, smallest, smaller, larger, largest, first, last, never, always, any, only, usually, seldom, frequently, generally, often, not, except, false and true. 4) Generally, first answer choices are more often correct than not. There is evidence to suggest that test-takers more frequently change right answers to wrong ones than wrong answers to right ones. Don't race through the questions. If you take time to think through each question, your initial answer will usually be the correct one. Although there are always exceptions to this rule, the best approach is to carefully answer each question the first time you go through the test and change only those answers that are clearly incorrect if you have time later. There are two types of essay questions that may be used in a written test. First the Content Essay Question, and second the Writing task question. Content Essay Questions. In a content essay question you are given (a) a brie description of a situation or issue and (b) a question for you to respond to. The situation or issue will be one that a newly appointed worker might be expected to encounter or handle in his/her new job. You may also be given some simulated work documents and asked to answer one or more questions concerning the problem situation or issue that is presented. The specific question may be one or more of the following types of questions: (1) describe the steps you would take to properly handle the situation or issue, (2) list the problems or mistakes you find in the simulated work documents and/or the actions you would take in response to the documents, (3) indicate whether the action taken by subordinate workers in the situation was proper or improper and explain why. Content essay questions are usually graded only on the content of the response (the amount of correct and complete information provided in the response) and not on written communication

skills. However, candidates' responses on content essay questions can also be evaluated on writing skills in addition to content And, depending on the question, there may be cases where the order of the information included in the response will be considered in the scoring of the question. The instructions for the essay question will clearly describe what your response will be graded on. Writing task questions. In a writing task question you are given a brief description of some situation or issue, and often some simulated documentation, to which a newly appointed worker would be expected to prepare a written response. You may be asked to write a response letter or memorandum, or to prepare a brief summary or narrative. For this type of essay question, candidates are often graded only on their written communication skills and not directly on the content of the letter or summary. However, candidates' responses on writing task questions can also be evaluated on content in addition to writing skills. The instructions for a writing task question will clearly describe what form your response should be in and what dimensions your response will be graded on. Tips on Answering Essay questions: 1) Start with the easiest question. Beginning to work by choosing something you can handle is the best way to reduce test anxiety. 2) Read each essay question and any instructions carefully and completely. Look for specific detailed directions on how to proceed. As you read the instructions for a question, underline or circle key words that identify exactly what information you are to provide in your answer and the format in which you are required to present your response. Also write down any thoughts, words or ideas that immediately come to mind that may help you address the subject of the essay and help you organize your answer. 3) Before you start writing, identify the pieces of information you want to include in your answer and the order in which you will present it. Review the key words and any notes you have made specifically addressing the information asked for in the question. Prepare a brief, logical outline of your response to insure that it is well organized and that you have not carelessly overlooked any important information. This need not be a detailed outline but simply a list of words or phrases which will help to remind you of the important points you want to include

in your answer. You will be provided with space in the test booklet (or with scratch paper) for you to use for this purpose. 4) Write your answers legibly. If you can do so, print your answers so that they can be read easily and clearly understood by the graders. 5) If you are responding to a writing task question, make certain you write your response in the format required. Most applicants find it beneficial to draft their response first on scratch paper or to at least make a very detailed outline before writing their final response. Make certain your response is clear and well organized. Good paragraph and sentence structure as well as proper English grammar and punctuation are critical in a writing task question. Oral tests become more common as your college career progresses. During an oral test, both your knowledge of a subject and your communication skills are being evaluated. Oral tests may take place in front of one person, a panel or a class. Formal oral tests usually follow a list of questions. You know how to answer the question. You should not give out any extra information unless you have asked. During informal tests, you can give longer responses with more information. When you study for an oral test, be sure you are prepared. Ask your teacher for information as to what is expected on the test. Study what is suggested. Make sure you know the correct time, date and location of the exam. If you are using any visual aids, double check to be sure all the equipment is in place. Some disadvantages from oral test, when analyzing the results of this study, the weaknesses inherent in its design have to be acknowledged. Firstly its subjects were 1,700 students who had no previous experience of oral testing, and who therefore could provide no indications achievement levels. Secondly the classes consisted of students grouped according to their parent Departments rather than any English ability, and ranges were wide both inside classes as well as between them. Thirdly it was not possible or desirable to use the tests to construct a comparative grading of the students, since their backgrounds were sufficiently different to make this meaningless. If we compared the student who had recently returned from America (for example) with one who had learnt all his/her English in a local village school, there would be obvious discrepancies. Improvement in

communicative competence was therefore used as the guiding criterion. Given the lack of reliable indicators of initial ability level however, the only yardstick which could be used was the students' own appraisal of their abilities when they started taking the Conversation course. Therefore examiners applied the same rating scales to all students to determine the present level of communicative competence, and then matched these against the students' self-assessment from the beginning of the academic year. Students also filled in this questionnaire a week before the test, and were able to compare their own assessment with that of the examiners. And some advantage from the oral test, Despite these reservations, it was observed that students following the task-based curriculum and taking the communicative oral tests did show improved performance in spoken English compared with those who had studied English in previous years and were still on campus. However subjective such a view may be, the general involvement of students in the language program, and their readiness to engage in conversation with native speakers is noticeable at this point. Having administered the test, cassette tapes and marking sheets now exist for each student, and further tests will be able to use these to assess improvement more reliably, and to produce individual student learning profiles. Meanwhile, there are some spin-off effects that have been beneficial to students and educators regardless of questions surrounding the issue of oral testing. This leads us to a second effect, the realization that skills development is a gradual, rather than an all-or-nothing process" (Nun an 1988:5), with students beginning to see that if progress is to measured in terms of performance (Harris 1997:15), then leaving study to the last moment is not an effective strategy. A further beneficial effect of the emphasis on communicative competence in the test is that because every student is required to speak for one minute about his/her personal situation, we now have a student population that can engage in English (if only for a short time) in a conversation on personal matters. When we look at the sort of content that would be needed for likely situations requiring the use English in Ending, we can see that such an ability is indeed appropriate and useful. This goes against the requirement of spontaneity to some extent, but we must remember that much of spoken language

is repetition, so that the effort spent by the students in thinking about the content and in rehearsing it constitutes a valuable learning experience. Finally, the fact that the students do all the talking in the test eliminates much of the spoken-testanxiety mentioned above, as well as undesirable results which can arise from mismatches of cultural expectations, termed "perplexities of culturally mixed teacher/student pairs" by Hofstede (1986:302). Several tips to do the Oral Test. And the students must prepare to do the oral test, and this is the several tips to practice the oral test: Find out what topics you'll be tested on and if you are allowed to bring any props, visual aids, and how you should dress. Anticipate questions that may be on the exam. Prepare answers for the questions and then ask/answer questions that you think might be asked with another person, preferably with someone in your class who knows the material. Practice talking in front of a mirror so that you can evaluate your body language and/or record your answers on audio tape and play it back to see how you sound or on a video tape to see how you sound and your composure. Pay close attention to the questions asked. If you don't understand the question ask for clarification or ask your instructor to repeat the question. Speak in complete sentences. Try not to give one or two word answers whenever possible. Be sure to thank the instructor for his/her time when you are finished with the test. Maintain good eye contact and posture. Don't slouch if you're sitting or lean if you're standing. Show up at least five minutes early so that you can gather your thoughts and not feel rushed. Being late can have an adverse affect on your grade.

CONCLUSION
It is important to use common sense when facing a written test and oral test. Get plenty of sleep the night before and be sure to dress comfortably and eat breakfast. If you are not sure where the test site is, take a drive to the site before the test date. Leave yourself plenty of time to get to the test site just in case there is traffic or you have car problems. Keep in mind that the Department of Administrative Services wants you to succeed when taking state examinations. We do not utilize trick questions, tolerate biased grading or develop examinations that favor a particular racial, ethnic or gender group. The intent of our examinations is to identify the best qualified candidates for state positions based on the knowledge, skills and abilities necessary to perform the duties of the job. This study has attempted to show that the use of oral tests focusing on communicative competence in schools and Universities will have the beneficial 'wash back' effect of ensuring that the courses focus on means of promoting oral skills. If the development of spoken English is an aim for Korean educators, then the incorporation of an oral test into the present testing system is to be recommended. By administering tests which not only assess the level of oral skills, but which assist in the very improvement of those skills, the issue of testdriven learning is given a positive aspect, since the way to pass the test is to participate in the classes, and to give the oral skills time to grow. By doing this, the student is acquiring beneficial learning habits and the test is therefore fulfilling more than one pedagogical aim. The oral test should be an extension of classwork, and of the continuous assessment that occurs in each lesson. However, students can be further motivated to learn and to develop their practical skills by involving them in the assessment process and inviting them to monitor their progress over the semester as well as at test time. As Harris points out: Above all, they can be helped to perceive their own progress and encouraged to see the value of what they are learning." (1997:19).

SOURCE
Brown, H. Douglas. 2004. Language Assessment Principal and Classroom Practice. America: Person Education Inc. http://en.wikipedia.org/wiki http://www.englishclub.com/esl-exams/ets-toefl.htm http://www.ets.org