Mustafa's+Testing+Statement+(CB)

 ** 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 test the following issues: - Modals - Vocabulary - Listening Comprehension || ** 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.) 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 use “real life” exercise, like songs, familiar vocabulary and realistic options in multiple-choice exercise. || ** 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) || The variety of the parts in my test indicates that, I can’t label it as a specific type. Rather, it is syllabus-based using different topics and activating various skills to test the students. || ** 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.) || Personal Characteristics: Age: 15 Gender: Male &Female L1: Turkish Nationality: Turkish Cypriot Education: High School – 10th Grade Background Knowledge: The test will definitely leave an impact on the test-takers in terms of activating their receptive skills with listening and gap-filling exercise for instance. However, it will also make the students to feel comfortable I think, because much of the test is constructed on the examples that I used during my first lecture in the class on 17th of November. || ** 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? || The reliability and Practicality of the test is obviously high, this will achieved with the hep of computer-based system of evaluation and asssessment and also test-takers will know that there is only one correct answer in this type of test (multiple-choice) || ** 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.) || Obviously, we will use computers to do the testing. I got help from the following resources in preparing the test: > [|Englishpage.com Home] ||
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