Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.4, No.12, 2013 73 The Effectiveness of Evaluation Style in Improving Lingual Knowledge for Ajloun College Students Mohammad Fawzy Bani-Yaseen, Mohammad Akram Al-Zu’bi, Haytham Abu-Zaid Al- Balqa Applied University, Ajloun University College. Abstract The study aimed at investigating to what extent does evaluation style help in improving the lingual knowledge for females’ students in Ajloun College. The sample of the study consists of (45) students from Ajloun College and it was selected purposefully; it represents three experimental groups; the first group consists of (15) students was evaluated by the teacher without discussing the test after evaluation; the second group consists of (15) students was evaluated by classmates; and the third group consists of (15) students was assessed by themselves. The treatments were distributed on the groups randomly. The results revealed that there are significant statistical differences at ( α ≤ 0.05 among the performance means of the post test of the groups. Thus, the post comparisons indicated that there were significant differences at ( α ≤ 0.05( among the performance means due to the group that was assessed by classmates. Also, there were significant differences at ( α ≤ 0.05( between the group that assessed by the teacher and the group that assessed by themselves in favor of the group that was assessed by themselves. Key Words: evaluation style, lingual Knowledge. Preface Obeidat and Abu-Alsamen (2005) describes the process of evaluation as a mental skill associated with the ability of making judgments, decision-making, the accuracy of their sources, and detection of inaccuracies and errors contained in the opinions and ideas. Also, The Analysis evaluation considered as successful method to develop language skills (Ministry of Education, 2005a). The evaluation process of the effective classroom should be holistic, continued, economical, collaborative, democratic, scientific, flexible, fair, realistic, and meaningful. Abu Hashim and Alsaid (2010) presented differences among related terms, as follows: the testing is a final process measures one of the student aspects, or a regulator to measure a trait of a sample of behavior, while evaluation is extended to include different aspects of the student's in order to give a picture of the growth of these respects. Also, the testing carried out by only the teacher who designs it then determines the time and place to apply and correct it but evaluation is a comprehensive cooperative process involving everyone related to the instructional process. Testing is a standardized process measures the adequacy of the individual in one of the areas but evaluation is a therapeutic process that diagnoses the current situation, it does not stop at this stage, but extend to place the appropriate treatment. Measurement is prior to evaluation and the basis for it and refers to the amount of what existing in the thing according to the standards listed with a numeric value agreed them but evaluation is limited to sentencing of the things value, in other words to assess the relationship between the level of achievement and goals (assessing the value of something based on a certain standard) and it means to make value judgment on the result of measurement according to the standard theme. The evaluation shall be deemed a broader of these terms and the most comprehensive. It is defined as a systematic process based on scientific principles, aimed at the sentencing accurately and objectively on the inputs, processes and outputs of any educational system, and then determine the strengths and shortcomings in both of them, in order to take appropriate decisions to fix what might be revealed from weaknesses and deficiencies. Each evaluation process includes the processes of measurement and assessment, and it is not necessarily depending on the process of measurement. Measurement and evaluation processes alone are not singing about the evaluation process. The evaluation process is an ongoing process which is present in every situation and take the various parts of the question and the answer, solving exercises. It is also a comprehensive process of learning and teaching process so that it displays every position in education. It is better to invoke the teacher in the process of teaching (Abu Amsha, 2011). Background and Theoretical Framework Evaluation is divided into two strategies: verified written tested evaluation which is the most widely used strategies. The other division is unwritten tested evaluation which is an alternative evaluation that the teacher can determine if he understands the educational learning performances of his students. According to Fadlallah (2005) that the alternative evaluation derives directly from the standards and associated with Tail reference evaluation. In the opinion of Sa'aadah and Abraham (2004) that the alternative evaluation is a set of information, data and judgments that help in reviewing and developing instructional programs based on firm foundations to evaluate the quality of instruction. According to Al-Rubaie (2006a), the good evaluation is to take advantage of the