Mustafa's+Blueprint+(CB)

**Test structure**

 * 1) Number of parts. # There are three parts.
 * 2) Relevance of parts to purpose of test . # I've decided on the objectives of the test according to the parts.
 * 3) Sequence of parts and range of lower- to higher-level thinking tasks. # Lower to higher level thinking skills requiring more attention.
 * 4) Relative importance of parts (weighting in terms of overall test score) # The points are allocated according to the difficulty level that my students faced during the lectures.
 * 5) Number of tasks per part. # Part 1: ten tasks, Part2: ten tasks, Part 3: fifteen tasks

**Test specifications**

 * 1) Purpose # To test various skills including comprehension, vocabulary and listening.
 * 2) Links to of construct(s)
 * 3) Setting (in terms of context and authenticity) # I think the authenticity level is ok as I used a song and the examples we went through during the lectures.
 * 4) Timing # 90 Min overall.
 * 5) Characteristic of input and expected output # Output will be accurate result as this is mostly a norm-referenced test.
 * 6) Scoring method # I tried to do the scoring equally for each part according the difficulity levels.

**Layout considerations**
>
 * 1) White space # Not applicaple as there are links to the parts.
 * 2) Ordering between sections
 * 3) Efficiency (most points in least time first)
 * 4) Facility (easy to difficult) # Achieved
 * 5) Difficulty ordering (difficult to easy) # No
 * 6) Reactive ordering (one part affects the next, e.g. reading, then writing a summary.) # No
 * 7) Ordering within a section
 * 8) Facility or random? (depends on time)

Checklist
1. Are the directions to each section clear? # Yes 2. Is there an example item for each section? # No 3.  Does each item measure a specific objective? # Yes 4. Is each item stated in clear simple language? # Yes 5. Is the item difficulty appropriate to ability? # Yes 6. Is the language in items authentic enough? # Yes 7. Is there ‘face validity’ in terms of objectives? # Yes 8. Is the scoring method clear (answer key, marking criteria, partial credit) # Yes 9. Have opportunities to cheat been minimized? # Not applicable 10. Are there opportunites for students to be rewarded for creative or original thinking? # No 11. Have you allowed time to put away the draft of the test and review it with a clear mind a few days later? # Not yet but I will. 12. Have you tried to take the test as a student? # No 13. Have you timed yourself doing the test? You should be able to do the test in one-quarter of the time you have allowed for the students. # No 14. Before running the test in class, has a colleague tried to do the test to point out any ambiguities or problems? # No