çiğdem+Blueprint+CB

Test structure

 * 1) Number of parts : **// 3 parts //**
 * 2) Relevance of parts to purpose of test :**// The purpose of the test is to learn about students' knowledge on 'phrasal verbs'. //**
 * 3) Sequence of parts and range of lower- to higher-level thinking tasks :**// lower to higher level of thinking, easy to hard. //**
 * 4) Relative importance of parts (weighting in terms of overall test score) : **//the most importatnt part is fill in the blanks part because that ask for both reading comprehension and using the phrasal verbs.//**
 * 5) Number of tasks per part : //**one task for each part.**//

Test specifications

 * 1) Purpose : **//t////o see and measure the knowledge of students on 'gerunds and infinitives'.//**
 * 2) Links to of construct(s)
 * 3) Setting (in terms of context and authenticity) : **//I used a text which may easily take the attention.//**
 * 4) Timing : **//One lesson- 50 minutes.//**
 * 5) Characteristic of input and expected output : **//The input leads students to use what they have learnt. So the output should be correct usage of phrasal verbs.//**
 * 6) Scoring method: **//I've stated the points for each part so the students would know the value of the questions.//**

Layout considerations

 * 1) White space : I think there is enough white space for the answers.
 * 2) Ordering between sections
 * 3) Efficiency (most points in least time first)
 * 4) Facility (easy to difficult) : **//Easy to difficult//**
 * 5) Difficulty ordering (difficult to easy) : **//Easy to difficult//**
 * 6) Reactive ordering (one part affects the next, e.g. reading, then writing a summary.) : //**Skimming, scanning, reading and then filling the blanks.**//
 * 7) Ordering within a section
 * 8) Facility or random? (depends on time) : //**Random**//

Checklist

 * 1) Are the directions to each section clear? == //**Yes**//
 * 2) Is there an example item for each section? == **//No//**
 * 3) Does each item measure a specific objective? == **//Yes//**
 * 4) Is each item stated in clear simple language? == //**Yes**//
 * 5) Is the item difficulty appropriate to ability? == //**Yes**//
 * 6) Is the language in items authentic enough? == **//No//**
 * 7) Is there ‘face validity’ in terms of objectives? == **//Yes//**
 * 8) Is the scoring method clear (answer key, marking criteria, partial credit) = **//Yes//**
 * 9) Have opportunities to cheat been minimized? == No
 * 10) Are there opportunites for students to be rewarded for creative or original thinking? == **//No//**
 * 11) Have you allowed time to put away the draft of the test and review it with a clear mind a few days later? == **//Yes//**
 * 12) Have you tried to take the test as a student? == **//No//**
 * 13) 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 students. == //**No**//
 * 14) Before running the test in class, has a colleague tried to do the test to point out any ambiguities or problems? == **//No//**