SalihTesting+statement

-to understand if the subject is clear. My students sometimes have problems to decide of the tense in the sentence. As a result of the test, I will decide how to revise on the tenses.If the subject is clear, my students will make less mistakes. -because of the expectations of Ministry of Education. -to give students feedback for aspects of the tenses.( Did they understand the forms of the aspects, do they decide the tense when they are speaking-writing, etc) OKAY - GOOD DETAIL. NOT SURE ABOUT THE MoE EXPECTATIONS. || What tasks will you use to test specific elements within the domain? (e.g., if the domain is 'language instruction' in terms of academic writing, tasks may include summarizing, paraphrasing, choosing best topic sentences, etc.) || The domain is to test language in real life context. The questions will be based on the real life content. Insteaf of giving questions of the other cultures, I will prepare questions and situations in every day experiences.( for example, (yesterday) you walk 15 min, then you come to house, your mother say what did you, rewrite the situation with appropriate tense a) your situation b)your mother's situation A)after i had been walking 15 min, I came to house B) My mother asked me where I was etc. YOU COULD EVEN MAKE A COMIC STRIP TO ILLUSTRATE THIS. :) The tasks will be multiple choice, paraphrasing, filling the blank, and writing the most possible answer for the second part of the sentence and asking students to make up a story with using the structure. IT WILL BE INTERESTING TO SEE YOUR ANSWER KEY/MARKING CRITERIA. || -My test will be approprate for ( foriegn language department) students' age (16, 17), gender(10 girls-6 boys) and cultural background (Turkish Cyriot) in educational and real life context at Güzelyurt Kurtuluş High School. -To make more chance for my students, my test will be consisted of several different types of question(that I mentioned Describing the TLU domain section). and will have bonus (5) points. GOOD IDEA. My aim -to make it- is to get students feel more comfortable and safety || To make it reliable, i will write the instructions and statments clearly.to make it more reliable, i will present lots of different question types such as multiple choice, paraphrasing, continuing the sentence etc. GOOD. To make it more authentic, I will serve authencial questions that they can come across in every day situations, such as' before you came to class, what had you done? GOOD. To make it paractical, i will write the insructions clearly not to make the students confused, and to assess and evaluate in a short time, I will get my students free in a resticred space, I mean, for example, 'please write 7 sentences. what had you done the day before yesterday, what did you yesterday, what are you doing now, what will you do after class etc. PRACTICAL FOR STUDENTS...BUT WHAT ABOUT PRACTICAL IN TERMS OF GRADING/RATING THE ANSWERS? The types of test and the examples that I will use will be modern and they will be arranged according to the students interests, so the test will be valid for my students' expectations. GOOD To collect the date, firstly I will discuss with my mentor teacher, I think she knows about the students more than me. GOOD To analyze the usefulness of my test, maybe I can give a mock quiz a week before the exam, so that I can understand if my students are accostomed to my exam style, and what are the problems of my exam style. Shpuld I write the statments more clearly, or are my oral directives during to class approprate for the students? GOOD--IF YOU HAVE THE TIME. ||
 * ~ Criteria ||~ General explanation. ||~ Your detail about your particular test ||
 * ~ Purpose of the test || Why are you testing?
 * Think in terms of making inferences about the language ability of the test takers, and specific decisions that you will make based on these inferences.
 * Also consider the potential washback. || the test will be based on aspects of the tenses (simple present, present cont., simple past, past cont, past perfect, past perfect cont, future tense (will-be going to). I will be like a revision test.
 * ~ Describing the TLU domain || In what domain will you test the TLU (target language use): is the domain
 * 'real-lfe' (i.e., situations where language is used primarily for communication) or
 * 'language instruction' (i.e., situations where language is used for the purposes of teaching and learning of language.)
 * ~ Defining the construct || What is the basis of your test? Is it
 * 1) syllabus-based (e.g. define the construct according to the components of languge ability as given in the course syllabus, or linked to learning objectives and outcomes)
 * 2) theory-based (i.e. define the construct according to components of language ability based on a theoretical model of language ability; linked to descriptors of ablity in context, e.g. ALTE 'can do' statements of ability) || My test will be syllabus-based. My objective is to understand the level of students and give feedback for their learning process. By saying 'understand', I mean I want to learn about their learning process, Do they really understand the aspects of tenses, do they internalize the tenses and do they understand the logical aspects of the tenses. RIGHT...THIS IS AN INTERESTING ASPECT OF LANGUAGE TESTING--TO WHAT EXTENT CAN YOU INFER FROM AN OBSERVED BEHAVIOUR. ||
 * ~ Characteristics of the test-takers || These will include:
 * 1) Personal characteristics (age, gender, L1, nationality, etc.) and educational context (primary, secondary, higher, vocational, etc.)
 * 2) Backround knowledge (i.e. will the test make assumptions about the test-taker's world knowledge, language functions, e.g. register, intonation, language skills, e.g. making inferences, etc. that may contribute to a test bias)
 * 3) General level and profile of language ability (link to CEF)
 * 4) Potential affective response to test (i.e. how will students feel about doing the test. What factors might make lead to positive or negative affective responses.) || -I will prepare a test for (specific) function of language. The subject will be aspects of tenses
 * ~ Plan for evaluating test usefulness || What factors will you take into consideration to evaluate the usefulness of the test according to reliability, validity, practicality, authenticity and washback. How will you collect the data and analyze the usefulness? || I will take into consideration reliability,validity, practicality, authenticity and washback.
 * ~ List of resources you will use in developing the test || List the explicit resources (who will be involved in designing the test, what materials/equipment/sources will you use, how much time will it take you to design the text.) || Firstly I will decide the questions and style of the exam, but then because being more experienced teacher, I will show the test to my mentor teacher. GOOD I will search lots of materials on the internet and on the main course book. I think I can finish the test in three day; in the first day, İ will collect the data from the internet and main course book and analizing it then make a draft to show my mentor teacher; in the second day, I will evaluate my mentor teachers suggestions; in the thirth day, I will make its last form to serve my students. SOUNDS ABOUT RIGHT ||