çağla+Blueprint

çağla - Here are the headings for the BLUEPRINT

Test structure

 * 1) Number of parts
 * 2) 5 PARTS
 * 3) Relevance of parts to purpose of test.
 * 4)  I think it isn't necessary to give relevant parts. I think we will assess how the students associate their knowledge with different contexts.The purpose of the test is to see their level of understanding the Simple PAST Tense.
 * 5) Sequence of parts and range of lower- to higher-level thinking tasks.
 * 6) The sequence is the first and last tasks are higher, the other ones lower tasks.
 * 7) Relative importance of parts (weighting in terms of overall test score)
 * 8) The writing part has the highest score.
 * 9) Number of tasks per part
 * 10) There is one part for every question.

Test specifications
Layout considerations
 * 1) Purpose
 * 2) to test their knowledge of Simple Past Tense.
 * 3) Links to of construct(s)
 * 4) Setting (in terms of context and authenticity)
 * 5) It isn't an authentic one, and it isn't related with real people, real life situations.But I tried to take their attention with a passage like fairy tale.
 * 6) Timing
 * 7) 60 Minutes
 * 8) Characteristic of input and expected output
 * 9) The input provides the students to apply what they have learned in the classroom into the test.The output is their level of understanding and using the structure correctly.
 * 10) Scoring method
 * 11) I 've stated my scoring in a chart at the end of the page.The points are changing according to each part.
 * 1) Scoring method
 * 2) I 've stated my scoring in a chart at the end of the page.The points are changing according to each part.
 * 1) White space Yes there is enough white space in the test.
 * 2) Ordering between sections reading ,gap-fill and multiple choice, vocabulary testing and the writing part
 * 3) Efficiency (most points in least time first)
 * 4) Facility (easy to difficult) mix
 * 5) Difficulty ordering (difficult to easy) i guess, the first and the last ones are difficult, the rest is easy.
 * 6) Reactive ordering (one part affects the next, e.g. reading, then writing a summary.) The first part is composed of reading, then reading comprehension questions,The second part is composed of gap-fill activity, then multiple choice activity, the last part is (an authentic) writing.
 * 7) Ordering within a section
 * 8) Facility or random? (depends on time)

Checklist
6. Is the language in items authentic enough No, it is not authentic. 7.Is there ‘face validity’ in terms of objectives? Yes This is a new page that you've created. Highlight this line, delete it, and add your own content.
 * 1) Are the directions to each section clear? Yes, it is brief and understandable.
 * 2) Is there an example item for each section? No, there isn't
 * 3) Does each item measure a specific objective? Yes,in the reading part, ıt measures their ability to make inferences from the text, in the writing part, it assess their productive ability in the usage of Simple Past tense.
 * 4) Is each item stated in clear simple language? YES
 * 5) Is the item difficulty appropriate to ability? Yes
 * 1) Is the scoring method clear (answer key, marking criteria, partial credit) Yes, I give a score chart at the end
 * 2) Have opportunities to cheat been minimized? No
 * 3) Are there opportunites for students to be rewarded for creative or original thinking? No
 * 4) Have you allowed time to put away the draft of the test and review it with a clear mind a few days later?No
 * 5) Have you tried to take the test as a student? No
 * 6) 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 studen ts.I didn't do the test myself but I predicted the approximate time.
 * 7) Before running the test in class, has a colleague tried to do the test to point out any ambiguities or problems? No