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Face Validity is a subjective impression. If the questions appear to measure what the test is intended to measure, then the test is said to have face validity. It does not refer to what the test actually measures but refers to what the test seems to measure. In actuality, it may or may not come out to be true. Allen and Davies [1977] clarify that the face validity of a test is an answer to the questions: 'Does this test look right? Does it seem right to the lay eye?' However, there are some scholars who are of the view that there is no difference between face and content validity. {Also see, Validity}.

Facility Value of an item is the proportion of right scores in a group over those who attempted. Facility value of an item is a variant and not stable. It may vary from group to group for the same item. The facility value of a test item in a distribution of 36 scores is usually computed in the following method:

Wherever the total number of frequency is divisible by 3, there the groups could also be three, viz., upper group, middle group and lower group. In case the number is not divisible by 3 there could be only two groups (upper and lower). But care should betaken to see both the groups be equal in number. The percentage of correct answers (against each item) is the facility value as indicated in the last column, wherever the sample group is very large, percentage of these (two or three) groups may be decided as either 33% or 27% or 25% depending upon the convenience for the computation. The number of individuals to be included in the lower, middle and upper groups may be decided on the basis of their scores.

Factor Analysis is a statistical techniques used to interpret scores and correlations of scores from a number of tests. In other words, it is a technique of analyzing a group of inter-correlations that are usually derived from a number of tests (variables). It is useful to identify the factors and also to derive the correlation co-efficients of each test with the other.

Field Study/Work is considered (Muthayya) to be an ex-post-facto scientific enquiry. It is an important technique for the assessment of the performance of a person in real social situation. It requires the application of different kinds of abilities - both scholastic and non-scholastic. Fieldwork provides an opportunity to the individuals and also to the institutions in establishing a good rapport with the community. In the programme of second language teaching it plays a vital role for assessing the learner's communicability.

F max Test is a statistical procedure for testing whether variances between a set of test scores are significantly different or not. It requires the use of ANOVA Table.

Final Examination is the summative examination usually conducted at the end of a course. The purpose of this is mostly for declaring the result of an examine who underwent a course of study and also for certification. This is usually a three faceted process from an ordinal scale to an interval scale. The formula used for this purpose is,

Z = tan h-lr

Where 'r' is the correlation coefficient, the value of 'tan h-l' can
Be obtained from the Mathematical Tables.

Its variance is not affected much by the population correlation coefficient even for samples of moderate size, it is useful in problems involving estimation and tests of significance.

Fit Validity is one of the several kinds of validity. It is assessed in terms of measuring of fit of an item or person to a specified model measurement theory. It also serves as a indication of response validity. (Also see, Validity).

Fixed Response Question/Item is one for which the responses are already fixed in the form of options or alternatives. It requires the examinee to select the right option from among the given alternatives. Hence, it is also known as 'selection type' item. These items find a place usually in the objective tests. {Also see, Selection Type Item, Objective Test}.

Fluency is considered to be one of the important aspects of language proficiency - both verbal and written. It would refer to the smooth and easy flow of information with appropriate words and sentences. One's proficiency in a language will be reflected in the fluency of his expression through speaking or writing. Specially designed test batteries consisting various aspects of language proficiency may be used for assessing this skill. [Also see, Communicative Competence, M's - The Three M's].

Formative Assessment/Evaluation is the process of assessing the learners periodically. As the assessment is made in terms of quantum, quality and also the rate of learning periodically, the result of which is used for the purpose of diagnosing the strength and weakness of learning and the teaching as well so that remedial measures can be initiated from time to time. It also helps to modify the instructional process.

Free Composition requires an examinee to exhibit his skills through writing on a given topic in his own free will and without being influenced by external factors. [Also see, Composition].

Free Response Test is the one which requires an examinee to talk or write freely about whatever he wishes for a stated period of time. Usually three to five minutes time is given for this purpose. However, no restriction is placed on the kind of response that the examinee is to make. Valette [1967] emphasises two types of free response tests: (1) The teacher by showing a picture or series of pictures can ask the testee to speak or write about that, and (2) Asking the testee to have a free conversation with the other qualified speaker. It is a popular method in language testing for the measurement of oral or writing proficiency of a testee/examinee.

Frequency of a score is the number of times it occurs in a distribution.

Frequency Distribution is a tabulation or sequential arrangment of the scores obtained by a group. Usually the horizontal axis reports the scores and the vertical axis (ordinate) reports the frequencies. The main purpose of using this tabulation is to get the meaningful picture of the entire distribution of scores. It is also useful to understand how a particular score is related to all the other scores in the group.