SALİH+TESTING+STATEMENT+CB

to test grammar skills. I selected general gammar multiple choice test to test writing skills. To see students' productive skills, I give freedom in a limited area. Generally, I hope to take positive washback, because the level of reading is suitable for their language proficiency. I know generally students find that writing is the hardest part of the exam; to make it positive, I selected an authentic material ( job wanted ad). As a negative washback, time can be a bit more short, but if the students need more time, I will give the break time as extra time || 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.) || My exam is a combination of both of the domains; in grammar part, it is language instruction, students will be asked to answer the multiple choice test; in writing, it is real life situation; they will be asked to apply for the job. Reading part has two domains; because the content of the text has features from real life, and the question forms are designed to check language instructions, so it has synonym, T-F, and comprehension questions parts. || 16-17 years old Turkish Cyriots (pre)intermediate level
 * ~ 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. || To test reading skills.I selected an intermediate level reading test and modified it to my students.
 * ~ 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 grammar( grammar part), do they internalize and understand and guess unknown words in the reading text and do they use their foreign language in everyday situation (writing part). ||
 * ~ 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.) || 10th foreign language class,

the class is foriegn language, so they learn English intensively. ın these year, the aim of the class is to learn basic aspects of language, so they try to make basis for their learning process.

I think while they are doing this test, they feel comfortable, because Canada is a popular and well known subject for Turkish Cyriots, because after lycee, most of them will attend universities in Canada, the Usa and England. || To make the test reliable, I wrote the instructions clearly as possible, and in the first (cover page) I wrote that 'please ask me if you are confused. My test is valid for today's need; it has a common and popular reading passage, a general grammar test, and very authentic writing session. To make it practical for me, my gave exact points in every session. For the students, I know that reading part will get some more time, so I prepared grammar session as multiple choice. To give washback, I prepared a Comment page. After evaluating the test, I will write about the test and their general learning process. ||
 * ~ 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? || My previous exam was out of 50, this one either. I will give a grade out of 100 as a total point.
 * ~ 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.) || I preapered the test after having searched intensively. Some of the parts were taken directly from the internet, some were modified, some were created by me. ||