Assessment of Borderline Personality Disorder In Mosul

Tikrit University Journal for Humanities Vol. (20) No. (10-B) October (2013)

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The Role of the Third Final Test of English Language Teaching in the English Department- College of

Education – Tikrit University

Talal Jassim Hilan Instructor

English Department

College of Education

Tikrit University

ABSTRACT

It is very well-known that testing controls the process of

teaching and the development of testing is appropriate with the

development of language theories where the central focus of testing

is to measure the test-taker communicative competence as well as

the linguistic competence. The English Department of College of

Education in Tikrit University had been following a constant system

of testing. But in recent years, the Higher Education and Scientific

Research Ministry has given the failed students a chance to

participate in a third final test after declaring the results of the

second final test.

The study assumes that the third final test is useless in the

processes of English language teaching simply because it is believed

that the more the student use English language, the more automatic

control he acquires over using the English language. Therefore, the

increase of the number of final tests does not help the students to

develop their language.

The Role of the Third Final Test of English Language Teaching in the English ...

Talal Jassim Hilan

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Accordingly, the study presents a survey of testing and its

historical development as well as the classic criteria of a good test

and the types of the tests. Moreover, some practical observations

concerning the results of grammar tests for several years in English

Department are pointed out.

To verify the assumption of the study, the results of the tests

of English grammar of 43 students of the first year of English

Department, who all have given the chance to participate in the third

final test of the year (2010-2011), have been taken form the master

sheet of English Department. The analysis of these results show out

that the success percentage of students in the third final test of

grammar is about 1.68% from the total number of students of the

year (who are 178 students) and forms about 6.97 % from the total

number of students who participated in the third final test.

It is made clear that the great majority of the third final test

students is far behind the student level of the succeeded students.

Therefore, one may say, that the increase of the number of final

tests does not help the students to develop their abilities.

Consequently, it is recommended to cancel the third final test just

because it seems useless and its results not appropriate with the

great deal of efforts of organizing the test. But, if there is a necessity

related to the governmental planning, the chance of participation in

a third final test can be given to the students whose scores of the

terms are about 40% only.


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1. Introduction

It is believed that there is a great deal of Educational failure

and lack of achievements in language learning processes. It is

important to study the factors that govern success or failure in this

field. Testing which is the evaluation of achievements is one of the

important factors. Therefore, in recent years testing has become one

of the largest domain of study and enquiry within the science of

applied linguistics.

One of the main purposes of tests is to identify the areas in

which progress has been made more than in others. This means that

the test results should be analytic. But, unfortunately, few analyses,

whose main aim is to develop the pedagogical processes, have been

made of English language testing in Iraq.

The tests of English department of College of Education in

Tikrit University (henceforth CETU) like other English departments

in other Iraqi universities had been following for along period a

constant system of testing (tests of the first term, tests of the second

term, the first final test at the end of the year and the second final

test at the end of the summer holiday). But in the recent years the

Higher Education and Scientific Research Ministry has given the

failed students a chance to participate in a third final test after

declaring the results of the second final test.

The practical observations and experience of the research

writer have led him to assume that the third final test is useless and

it may play a negative role in the process of English language

teaching and learning now and in the future. It is simply believed

that the more the learner use the language, the more automatic


Talal Jassim Hilan

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control he acquires over using the language. Accordingly, language

learning depends mainly on language use and activities not on the

increase of the number of the final tests. Though testing is an

important activity to evaluate the achievements of the learners, what

indeed is needed in language teaching, is to inculcate the

communicative competence as well as the linguistic competence in

the minds of the learners. This fact cannot be achieved by the

repetition of the final tests. The main aim of the this study is verify

this assumption.

2. The Purpose of the Study

The aims of this study can be summarized in the following

points:

a. To survey what is meant by testing and its historical

development as well as the classic criteria of a good test and

the types of the tests. Moreover, practical observations

concerning the results of the first year tests of grammar for

several years in the English Department (CETU) will be

pointed out simply because it is believed that these

observations are beneficial for this study.

b. To outline and analyse the results of the tests of English

grammar of 43 students of the first year of English

Department (CETU) who, all had given the chance to

participate in the third final test at the year 2010-2012. These

results have been taken from the master sheet of English

Department (CET).


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c. To verify the assumption of the study which is namely that

the third final test is useless and it may play a negative role in

the pedagogic processes of English language teaching.

3. What is a Test?

A test is simply an instrument of measurement or a method

that has a set of techniques, procedures or items which require

performance on the part of the test taker. It is used to measure a

person's ability, knowledge or performance in a certain given or

limited domain. Some tests measure general ability, while others

focus on very specific objectives (Brown, 2004: 43).

The ultimate aim of language testing is to measure the test

taker communicative competence as well as linguistic competence.

Most language tests measure one's ability to perform language. The

performance of a language is the ability to speak, read, write and

listen to that language. Therefore, testing can focus on any linguistic

components such as vocabulary, grammar, pronunciation, spelling

and other component (Al-Hamash, et al, 1985: 195-199).

The test designer should rely completely on the objectives of

the curriculum and on classroom activities in order to determine

how much of a particular course of study has been measured by the

test taker. The starting point in designing any test is to know what is

one wants to test. Moreover, the test should sample all the areas that

are able to be tested. It means that the test should be comprehensive

(Caroll, 1984: 1-5).


Talal Jassim Hilan

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Finally, one may say that testing often controls teaching.

Therefore, in recent years, language testing has in fact developed to

become today one of the target domain of study and enquiry with in

applied linguistics where concentration is on the communicative

competence tests. The communicative tests tend to test the

communicative competence of the learners where the focus is on

cohesion, functions and sociolinguistic areas while the earlier tests

had focused on the formal aspects of language (Brown, 2001: 395).

4. Testing Historical Development

Historically, language testing has been following the

development of applied linguistics. The behaviorism theory had

given special attention to contrastive analysis. Therefore testing

focused on specific linguistic elements (the phonological,

grammatical and lexical contrasts) between two languages. The

concentration is on the formal aspects of language, grammar,

vocabulary and pronunciation (Brown, 2001: 3,2).

In the last decades, great importance has been given to the

distinction between ''usage" and "use" in language which clearly

described by professor Henry Widdowson of London University.

"Usage" is concerned with the formal patterns of language while

"use" is concerned with how a language is used with communicative

function (Widdowson, 1979: 19).

This, in fact, to some extent, reflects the ancient distinction

between form and function, the Saussrian distinction between lange

and parole and the Chomskian distinction between competence and

performance (Caroll, 1981: 65).


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The communicative theories had given special attention to an

integrative view of language. It is believed that the communicative

competence of a language is greater than its linguistic elements.

Therefore, the communicative tests moved to a broader range of

language abilities. These tests attempt to include knowledge of

cohesion, functions and sociolinguistic appropriateness. The attempt

is to functionalize language learning and teaching (Wilkins,1977:6).

Accordingly, there are two approaches to language testing

the discrete point method and the integrative method.

a. The discrete-point method indicates that the test should be

constructed on the assumption that language can be broken

down into several components (phonology, morphology,

lexicon, syntax and discourse) (Brown, 2004: 8).

b. The integrative method indicates that tests should be direct

and pragmatic. It is believed that tests should test a variety of

language functions and has to test for grammatical,

discourse, sociolinguistic competence as well as strategic

competence. This means that language testing should focus

on designing communicative-testing tasks (ibid).

c. Meanwhile, a great deal of studies and experimentations

continues to find the best techniques to language testing.

Some of these studies are dealing with a multiplicity of

methods of language assessments (Brown, 2001: 392-393).


Talal Jassim Hilan

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Finally, one may say, that the ideal test should examine the

communicative competence first and the linguistic competence

second. The test designer should bear in mind both sides of the coin

in order to elicit an ideal test leading to the specified aim:

The main aim of the new approach

must be to widen the basis of test from a

narrow grammatical/statistical focus toward a

broader multi-disciplinary and multi-level

approach which can yet maintain essential

features of measurement (Carrol, 1984: 5)

5. The classic Criteria of a Good Test

Generally speaking a test usually measures a person's ability

or knowledge. Any language teaching course has limited objectives.

The learning experiences are developed according to these

objectives. Therefore, these objectives should be clearly known by

the test designer. This means that any test should have a limited aim

simply because any test without objectives progress is aimless and

meaningless. Accordingly a good test should accurately measure

what the test designer aims to measure. A good test should be

practical, reliable and valid (Brown, 2001: 358).

a. Practicability:

It means that a test should be practical and can be easily and

relatively administered. Special importance should be given to time

for the student to answer and for the examiner to evaluate. A test

that takes few minutes for the student to answer and for the


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examiner to evaluate is impractical. At the same time a test that

takes several hours for the student to complete is impractical. It is

also believed that an expensive test is impractical. Finally, one may

say, that all the factors that lead to make the test impractical should

be avoided (Brown, 2004: 19)

b. Reliability

Reliability of a test can be measured by comparing the results

of the test which is given to the same test-taker or takers on two

different occasions. If the results are the same or nearly similar the

test is reliable. It means a reliable test should be consistent and

dependable. Besides, the scoring directions of a reliable test should

be clear and specific. It means that if the first test is given to two or

more scorers the results should be the same. The test designer

should be sure that all students have received the same quality of

input. Sometimes a reliable test may give unreliable results because

of uncontrolled factors (Weir, 1993: 19).

C. Validity

Validity means the degree to which a test measures what it is

actually supposed to measure. There is no final and absolute

measure of validity simply because it is a complex concept. Validity

can be established only by observations and theoretical justifications

by the test designer. If the test covers and samples all the required

materials properly the test can be considered valid. The validity of a

test is determined by the material objectives and the objective of the

test itself. Highly experienced teachers or test designers can design

an excellent valid test (Al-Hamash et al: 201).


Talal Jassim Hilan

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6. Test Types

The test designer should early specify the aim of the test.

Defining the purpose of the test will help the test designer to choose

the right test where focus is going to be on the specific objective of

the test. There are five types of language testing:

A. Achievement Test

An achievement test is directly related to the taught materials

in the course of language learning. Therefore, the test designer

should early know where the students were stationed at the

beginning of the course in order to know how much they have

moved to a given goal. This means that the objective of the

language course should be based on in designing the test (Al-

Hamash, 1985: 197).

The achievement tests are administered at the end of a unit or

a term of study. Therefore, these tests range from one hour to three

hours, the scores of the students in the achievement tests indicate

the students' achievements. These tests can identify the areas in

which progress has been made more than others.

All the tests (the first and the second terms as well as the

final test) of the English Department of (ECTU) are achievements

tests simply because the main aim is to indicate the progress of the

students in the process of teaching the limited materials.

b. Proficiency Tests

these tests are not related to the taught materials of a certain

limited course of language. The main aim of these tests is to indicate

the global competence of the test taker in a language. Therefore,


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these tests may test grammar, vocabulary, reading comprehension or

any other material. The test of English as a foreign language

(TOFEL) is a typical example. This test is used for college or

university admission in the United State (Madsen, 1990: 27).

C. Diagnostic Test

These results are designed to diagnose specific aspects of a

language that are difficult for the learners. Unlike achievement tests,

the diagnostic tests should elicit information about the areas which

the learners need to focus on in the future, while the achievement

tests are designed to analyse the extent to which students acquired

language. The information of these tests can help teachers to focus

on the areas where the student face difficulties. It also helps the

student to develop their knowledge simply because they are going to

be aware of the errors (Brown, 2001: 390).

d. Placement Tests

These tests are designed to know the test taker ability in

language. The main aim of these tests is to know how much the test

taker knows the language in order to place the test taker into an

appropriate level or section of language learning course. A

placement test usually includes samples of the materials of the

course in which the test taker may join. Accordingly some

proficiency tests may act as placement tests (Ibid).

e. Aptitude Tests

The main aim of aptitude tests is to elicit the test taker

success prior to the exposure to the target language. These tests are


Talal Jassim Hilan

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designed to measure the general ability of the test taker to learn a

foreign language. Aptitude tests are seldom used nowadays simply

because it is believed that any test cannot claim to predict success in

language learning prior to the exposure to that language (Brown,

2004: 43).

7. Observations of Practical Experience

The research writer has been teaching English grammar for

more than five years for the first year students in the English

Department (CETU). Consequently, this continuous and practical

experience has generated several serious observations about the

process of teaching English before and after participation of the

students in the process of teaching in the College (Hilan, 2012: 54-

56).

The Iraqi students are learning English for 8 years in the

primary and secondary schools. Linguistically, if the objectives are

clearly specified and accurately stated and if the materials are

designed in an acceptable way, the outcome of the learners who

have studied 800 hours of English, though the period is rather long,

ought to be enabled to use English actively and effectively, but the

realistic situation is far behind that outcome simply because:

a. The learners learn English in school, but they do not

use English in their daily life.

b. Most of the learners learn the language for merely the

sake of passing the exam.

c. The long periodical summer holidays are considered as

a hinder factor to the process of English language teaching.


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d. The whole educational pedagogical process in Iraqi

has been hindered because Iraq has been under unusual

circumstances for rather a long period.

Accordingly, it is believed that the whole previous taught

materials in the schools should be recycled and intensified when the

students join the college. Therefore, as far as grammar is concerned,

the High Education and Scientific Research Ministry had chosen

"English Grammar in Use" by Raymond Murphy, which excellently

recycles and intensifies the previous taught materials, to be taught in

the first year of English Department. But, though it is so, the

research writer has noticed that many of the students could not pass

the test, for different reasons. It is believed that it is beneficial for

this research to point out the following general results of the

grammar tests of English Department through five years which have

been registered by the research writer himself (ibid).

Table (1)

General Grammar Test Results for Five Years

No The Results The Students who

passed

The students who

failed

1 First term tests 30-35 % 65-70%

2 Second term tests 40-50% 50-60%

3 First term test 60-70% 30-40%


Talal Jassim Hilan

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The point the research writer is leading to from this

presentation is to indicate that the inculcating of grammatical

competence in the mind of the learners has gradually developed

where this development depends mainly on the effort of the teacher,

the type of materials, and the efforts of the learners as well as their

intellectual abilities and background. So since the great percentage

of the students have succeeded in the first final test, the failure is,

then, related to the students themselves as one may notice later in

this study.

8. The Tests in the English Department

The English Department of (CETU) like other English

Departments in other Iraqi universities had been following a

constant system of testing for each year of the study:

a. The study of each year is divided to two terms. The scores of

the two terms are out of 50% from the total final scores. The

tests of each term which are at least two tests are performed

out of 20 % from the final scores where 5% of each term is

given for the students attendance and classroom activity.

b. The first final test which is performed at the end of the

academic year covers the whole materials of the terms. The

scores of this test is out of 50% from the total final

evaluation of the year.

c. The failed students in the final evaluation of the first final

test are given a chance to participate in the second final test

at the end of the summer holiday. This means that these


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students have time and chance to re-read the material and re-

organize themselves.

d. Through the recent few years, the Ministry of Higher

Education and Scientific Research has given all the failed

students in the second final test a chance to participate in a

third final test after declaring the results.

One may not comment on the traditional or usual system of

testing, but one may comment on the addition of the third final test

chance, which seems rather strange and unrealistic simply because

how a language learner can pass the third final test immediately

after he has not been able to pass more than six tests. Moreover,

language learning is not the learning of a history book. Language

learning main aim is to inculcate the communicative competence in

the mind of the learner which cannot be achieved by quick reading

of the materials but through the use of the different skills of

language for a long period.

9. The Results of Grammatical Tests

The study depends mainly on the results of grammatical tests

of the first academic year 2010-2011 in the English Department of

(CETU). These results are taken from the master sheet of English

Department. These results point out the following:

a. The total number of the students of the first year are 178

students.

b. The succeeded students in the first and second final tests are

135 students.


Talal Jassim Hilan

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c. The failed students in the first and second final test are 43

students.

The examination of all the tests, of the 43 students which

are pointed in Appendix 1 indicates the following:

a. The test results of the first and second terms point out that all

the students failed in the tests. All the their scores are below

42%.

b. The first final test results point out that all the students failed

also. All their scores are below 48%.

c. The second final test results point out that 35 students failed

and 8 students were able to pass the test. But, the scores of

that success are very near to the lowest scores of the usual

success and since their scores of the terms are low, they are

not able to succeed in the final formal academic year

evaluation. This means all the 43 students fail in the final

evaluation of the second final test.

10. The Discussion

The whole number of the students of the first year of the

English Department in the year 2010-2011 were 178 students. The

succeeded students in the first and second final tests were 135 and

the failed students were 43. this means that the percentage of

success was about 75.8 % and the percentage of failure was about

24.4. This percentage seems logical and acceptable to certain extent

in the pedagogical processes. But the main concern of this study is

the role of the third final test, therefore, all the results of all the tests


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of the students who participated in that test are going to be

discussed.

It is very well-known that teaching and learning English as a

foreign language rely on three main corners. These corners are the

materials, the teacher and the learner himself. Consequently, if the

percentage of success is logical and acceptable means that there is

no problem in the process of teaching and learning English as far as

the materials and the teachers and the succeeded learners are

concerned. This means, in this case, that the problem of failure is

related to the failed students themselves. This fact leads one to state

that the failed students who are given the chance to participate in the

third final test are themselves responsible of their failure due to

several reasons.

Accordingly, one has to analyse all the general results of

grammar of all the students through the whole year, then one may

concentrate on the third final grammar test results. The examination

of Table 2, which is designed to be a summary of all the yearly

grammar tests results of all students that are pointed in Appendix 1,

leads us to the following points:


Talal Jassim Hilan

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Table (2)

The Number of Students and their Scores in All Tests of the first

Year 2010-2011

The Tests

The number of students and their scores

Scores

more than

49%

Scores

between

40%-

49%

Scores

between

30%-39%

Scores

less than

30%

Total

number

of

students

1st and 2

nd

terms

results

Zero 4 13 26 43

1st final

test results 1 9 15 18 43

2nd

final

test results 9 11 9 14 43

3rd

final

tests

results

11 5 6 21 43

Note: Only three students are able to pass the year while the others

who are 40 students fail in the final evaluation after the third final

test.

a. No one of the 43 students is able to pass the terms tests which are

no less than four tests. Moreover, the scores of most of the

students are less than 40% where only the scores of 4 students


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are more than 40%. These results indicate that these students are

mostly very weak and they are far behind what is required

though they have studied English the whole academic year. This

means that their participation in the first test had led them nearly

to the same results of the terms tests.

b. Only, one student was able to pass the first final test while 42

students failed. But even the succeeded students in this test is

considered a failed student in the final academic year evaluation

for his scores in the terms tests are lower than what is required.

The scores of the remained 42 have relatively developed, but,

this development remains within the range and limits of failure.

For example, the number of students who gain more than 40%

has increased from 4 in the terms of results to 9 in the first final

test.

c. The results of the second final test point out that 9 students are

able to pass the test, but they are considered failed students in

the final academic year evaluation for their success scores are

near to the lowest scores of success and their scores of the terms

tests, are lower than what is required. The other 34 students fail

in the test but their scores have also relatively developed. But

unfortunately, the results seems to be nearly similar to the first

final test results though the students have 3 months (summer

holiday) to recognise themselves and re-read the materials as

well as re-trained themselves. The failure reasons are going to be

discussed in the final discussions.


Talal Jassim Hilan

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d. The study neglect the discussion of sex influence on the tests

results simply because there is no significant indication to that

factor in the results.

10.1 The Discussion of the third Final Test Results

The results of the third final test point out that 11 students are

able to pass the test. Only three of them are considered succeeded

students in the final academic year evaluation. The other 8

succeeded students are considered failed student for their scores are

near to the lower scores of success and their scores of the terms test

are lower than what is required. The other 32 students fail in the

test. There are two main features distinguish the third final test from

the other final test.

a. The success of three students in the final academic year

evaluation forms 1.69% from the total number of students of the

first year and 6.97% from the total number of students who

participated in the third final test. This success is achieved

because the scores of the terms test of these students are close to

the lower edge as the success scores and those students

determine to succeed. Moreover, two of these students

succeeded in the second final test but they were unable to pass

the final academic year evaluation. Table 3 illustrates all the

result of all the tests of the only three succeeded students in the

third final test.


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Table (3)

All the Scores of the Only Three Succeeded Students in the Third

Final Test

Items Terms Tests 1

st Final

Test

Second

Final

Test

3rd

Final

Test

Final

Evaluation

1 18 22 30 37 55%

2 18 14 31 39 56%

3 21 19 21 30 51%

d. The descending of scores of many students in the third final test,

if one compares these scores with the scores of the second final

test. This descending can be noticed in the Table (2) and in

Appendix 1.

Since the success percentage of all first year students in the

final academic year valuation of the first and second final tests is

acceptable and considered relatively high, the reasons behind the

unexpected failure in the third final test may return to one or more

of the reasons in the following points. This evaluation has been built

according to the research writer practical observations and the tests

results.

1. The English language background of some students is very

weak and far behind the standard background of the

succeeded students.

2. Some students have not spent sufficient efforts neither in the

study of terms nor in the summer holiday.


Talal Jassim Hilan

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3. Some students have limited intellectual ability.

4. Some students have no enough motivations to learn English.

5. Weak classroom attendance of some students.

6. Lack of participation in classroom activities.

7. Some students are careless.

8. Some students are despaired to succeed because their scores

are very low.

9. The complex and unusual circumstances of Iraq.

10.2 The Final Discussion

The percentage of success in grammar usual tests (first and

second final test) in the academic year 2010-2011 in the English

Department is 75.8 while the percentage of success in the third final

test forms about 1.68 % from the total number of that year and

forms about 6.67% form the total number who participated in the

third final test. The percentage of success of the third final test

indicates the following:

a. Most of the students who participated in the third final test

are very weak and far behind the standard required level for

passing.

b. Language grammar learning cannot be developed by the

increase of the number of final test.

c. The descending of scores of the many failed students in the

third final test and nearly constant scores of the others

indicate that these students cannot achieve more than what


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they have already achieved. Perhaps, these students are

satisfied that they cannot move forward and they have

participated in the third final test just for the sake of

participation.

d. To organize and perform a final test, one needs great deal of

efforts of works and money, but, unfortunately, the

percentage of success of the third final test is not appropriate

with these efforts.

The fact that all the students who participated in the third

final test have failed in the tests of the terms and have failed in the

first and second final test indicates that the tests of terms, which are

no less than 4 tests, point out relatively the level in which each

student is stationed. Accordingly, the first and second final test is

quite sufficient to evaluate the student achievement.

This fact is in harmony with the psycholinguistic thought

which states that the more one uses the foreign language the more

automatic control one acquires over using that language. No applied

linguist have claimed or can claim that the increase of the final test

may help the learners to develop their achievements in language

learning.

Perhaps, one may say that there are three students who are

able to pass the third final test, therefore, one wants to know how

then can the three students pass the third final test? The answer is

simply that the scores of the terms tests of these students are nearly

close to the success scores (Two out of the three were able to pass

the second final test but they were unable to succeed in the final

evaluation) and their scores of the third final test help them to just


Talal Jassim Hilan

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pass. Moreover, the judgment, scientifically speaking, usually

should be based on the majority and the education college should

graduate teachers of English who are supposed to be professionally

high qualified. Finally, one may say that the third final tests results

are behind ambition. Therefore, it is believed that the third final test

of grammar is useless.

11. Conclusions

Language testing has been following the development of

applied linguistics, therefore, a great deal of studies and

experimentations continues to find the best techniques to language

testing. In the light of the previous presentation and discussions the

study may record the following:

a. The fact that all the students who participated in grammar

third final test have failed in the tests of the terms and have

failed in the first and second final tests indicates that the level

of students is determined during the period of study and their

scores in that period tests (the terms test) are reflected nearly

in all final tests. This means that the students who pass of

nearly pass the terms tests are able to pass the final tests and

vice versa.

b. The percentage of students success in the third final test of

grammar at the academic year 2010-2011 forms about 1.68%

from the total number of the year and forms about 6.97%

from the total number of students who participated in the

third final test. While the percentage of their colleagues in


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the first and second final tests of the same year is 75.8%.

This fact indicates the following:

(1) The percentage of success is not appropriate with the great deal

of work efforts and money which has been spent to organize

and perform the third final test.

(2) The great majority of the third final test students is far behind

the standard level of the succeeded students which means that

these students have not done well in the terms of study or

perhaps there are other reasons behind that as it has been

pointed in the discussion of this study. Therefore, the increase

of the number of the final tests does not help them to develop

their ability.

(3) The succeeded students in the third final test (who are only 3

out of 43) may have problems in the advanced stages of study

simply because their success scores are very close to the lowest

edge of success scores and they have passed the year after three

final tests while the education college should graduate teachers

of English who supposed to be professionally highly qualified.

Accordingly, it is recommended to cancel performing the

third final test in the English Department simply because it is

useless as one may notice in this study and it may play negative role

in the pedagogical processes. But if there is a necessity related to the

planning of the Ministry of Higher Education and Scientific

Research, the chance of participation in the third final test can be

given to the students whose scores of terms around 40% only,

though this necessity may be considered far removed from scientific

evaluation.


Talal Jassim Hilan

26

Appendix

The Scores of All the Tests of All the Students Who Participated in

the Third Final Test 2010-2011

Total Terms

marks out of

50

1st Final test

marks out of

50

2nd Final

test marks

out of 50

3rd Final

test marks

out of 50

Final Total

Marks out

of 100

1. 12 7 28 30

2. 10 24 29 22

3. 9 13 13 14

4. 14 13 14 14

5. 18 22 30 37 55

6. 17 16 21 25

7. 18 28 16 20

8. 12 13 19 30

9. 10 13 14 13

10. 7 8 7 14

11. 8 4 23 9

12. 18 14 31 7

13. 15 13 11 38 56

14. 17 15 19 10

15. 10 24 15 5

16. 17 15 10 16

17. 14 21 22 12


27

Total Terms

marks out of

50

1st Final test

marks out of

50

2nd Final

test marks

out of 50

3rd Final

test marks

out of 50

Final Total

Marks out

of 100

18. 18 16 22 18

19. 11 15 29 25

20. 11 6 16 12

21. 6 11 9 6

22. 9 7 9 6

23. 9 16 15 9

24. 10 3 26 25

25. 10 20 20 16

26. 7 13 9 9

27. 21 21 21 20

28. 16 21 22 25

29. 9 13 23 9

30. 21 19 21 30 51

31. 17 18 22 21

32. 20 9 25 27

33. 11 17 19 13

34. 12 18 29 14

35. 16 21 10 13

36. 17 15 22 14


Talal Jassim Hilan

28

Total Terms

marks out of

50

1st Final test

marks out of

50

2nd Final

test marks

out of 50

3rd Final

test marks

out of 50

Final Total

Marks out

of 100

37. 21 18 18 13

38. 14 16 17 8

39. 6 4 2 Zero

40. 18 22 25 21

41. 10 15 21 3

42. 8 8 17 9

43. 8 7 3 1

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29

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