gizem's+testing+statement

 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.) || I test the target language, English, with both 'real-life' and 'language instruction'. Because I believe that in order to teach efficiently and make them able to use the target language efficiently, both domains are required. At the last part of my exam, I give them a real life situation and want them to write what they think of about it. There are 3 options and they can choose whatever they want. Here, I give them a real-life context. They use also their previous knowledge and this topic, modals. For the other parts, There are multiple choice questions and re-writing of the words that are given in the paranthesis and making corrections. These don't involve real-life context so, in these parts. I focus on 'language instruction' domain. Because they have to paraphrase, fill the blanks with the correct forms of verbs, making correction of false sentences. etc. || 2. I generally focuse on modals however, at the last part of my test, I give them a real-life context and want them to write what they think about those topics. They need to use modals but also, they need to activate their baskground knowledge. I assumed that they know tenses. Because they will have to use tenses. They have to use their world knowledge because I want them to write nations, environmental problems, world situation, etc. 3. The students are not advanced. They are at pre-intermediate or intermediate level. 4. My test begins with the easiest exercises and it starts to get difficult. By doing this, I tried to lower their affective filter. I don't want to make them excited. I want them to see that they are able to do the questions. And the last part of my test will also lower their affective filter because in this part, I want them to write about "their" ideas, experiences,etc. I think students love to talk about themselves. That's why this last part makes them eager to write which makes them comfortable and more succesful at writing. || Resources: For some questions, I used //Building Skills for Proficiency// and //Understanding and Using English Grammar.// ||
 * ~ 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. || I try to activate the students' knowledge about my topic, Modals. In order to achieve that, I prepared questions that go from easy to difficult questions. So they can do the most difficult ones more easily. Some of the parts of my test requires students to create their own sentences with modals, especially the last part. So it does not only activate their knowledge about modals. it also activates their background knowledge ,their potential washback, because I expect them to write about world problems, their future,etc. ||
 * ~ 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 is syllabus-based. Before doing ths test, I assume that I taught them modals. So now, I want to see their progress. I have to understand whether they really understood the topic efficiently. With the questions in the test, I want students to activate their knowledge and use it efficiently. After doing this test, the students will be given feedback. So they can see their weaknesses and their strengths. If they know those, they can put much more emphasis on their weaknesses instead of the topics they are good at. I think it is very helpful for students' learning process. ||
 * ~ 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.) || 1. I prepared this test for the students whose age is between 14-16. I assumed that their L1 is Turkish and they are at high school. Gender doesn't make any difference.
 * ~ 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 reliability, validity, practicality, authenticity and washback into consideration because I think that in order to prepare an efficient test, all of these factors are required.
 * ~ 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.) ||