Neyran+Test



General comments
 * 1) Seems to address your main purpose to some extent, although I'm not sure how many valid inferences you will be able to draw from some of the test items, particularly the grammar related items.
 * 2) Your postivie washback seems to be predicated on the fact that students don't have to write much, they just choose multiple choice answers. What are the possible negative washback effects of this on actual teaching practice in the classroom?
 * 3) I wonder about the choice of topic. It may favour female students, who might be more aware of the topic. Also, this could be a topic that some students may feel uncomfortable with.
 * 4) Where did you get the text from? The accepted spelling if FOETUS not FETUS. You also forgot how we learned in CTE319 to set the language to ENGLISH so you can check spelling and grammar. :(
 * 5) Instructions are not very clear. Timing is given, but what about the points? In Part 2, are they supposed to draw lines to match? Add a number of the item on the left to the option on the right?
 * 6) Be careful about what you are testing...e.g. in Part 3, you apparently are testing the passive form, but in Q2 you are in fact also testing the correct preposition. In this question, distractor A can be eliminated because the V3 form is different to the rest. Distractor D can be eliminated because the subject AIRPLANE must take a third person singular form (i.e. IT), so that leaves just two distractors to choose from (without drawing on any knowledge of the passive). It's now a 50/50 proposition, decided not by the passive form but by the appropriate preposition. Likewise, Q7 is more about subject-verb agreement, not passive.
 * 7) Answer key? Have you checked that there is only one answer to each question? A lot of the issues become obvious when you do the answer key. It is best to have a friend take the test to judge the timing, clarity of instructions, and whether there are duplicate answers.

Specific comments Now,by using passive voice,write a short paragraph about an event you can express with passive voice. Really, I couldn't think of a much worse instruction to a writing topic. :( It would be much better if you could choose a writing topic related to the topic of the foetus and alcohol, and craft the topic in such a way that the students have to use the passive voice in their response. Also remember that in general, we only use the passive voice around 15% of the time in only very formal situations. As I mentioned before, it is more about knowing WHEN and WHY to use the passive...which could be something you could infer more in your students with such a writing topic. As one example, you could ask the students to write a short summary of the reading from the perspective of the FOETUS. Here they would have to rewrite some of the passive structures into ACTIVE ones, by shifting the emphasis away from the mother to the FOETUS.
 * 1) You forgot what we learned in CTE319 about how to apply line numbers!!! :(
 * 2) The first example given in the reading question is, in fact, a very high-level thinking question. Usually, we give very simple, low-level examples which the students can immediately understand. One could argue that many students wouldn't be able to pick the correct main topic of this reading, even after completing the test. I assume that 'FOETUS' is a Turkish cognate, but if you were giving this test to a Chinese student, they might not know this and it isn't that easy to understand what FOETUS is even from the context of the text.
 * 3) Task numbering and instructions - make them more obvious with clearer numbering, and maybe BOLD. For example, after the reading text, you should make the task clear, and the first one being done for them as an example.
 * 4) You do have an opportunity to make the test more integrative - the grammar questions in Part 3 could have been based on the reading topic, for example. Or you could have exploited the reading in a task. For example, just knowing how to make the passive form isn't very difficult...but it is more important to know WHEN and WHY the passive voice is used.
 * 5) The instructions for the writing task are particularly 'unfriendly' and decidely 'unauthentic':