SALİH+BLUEPRINT+CB

1. Number of parts : There are 3 parts. 2. Relevance of parts to purpose of test I have three parts in the test; reading: reading part was designed to check my students’ general reading skills. To understand it, I prepared three different parts. In the first part, students will be expected to guess unfamiliar words from the text. Then, their comprehension skills will be assessed. To check if they have really read the text profoundly T-F questions will be answered by them. In the writing part, to prepare students to the real life, I will ask them to use their language skills in a real life content. It will be like a C.V. 3. Sequence of parts and range of lower- to higher-level thinking tasks. Grammar is the easiest part. I hope the students will answer it in a few minutes. Reading part may take more time and it may be the hardest part of the exam. While they are writing C.V, I hope they will enjoy. 4. Relative importance of parts (weighting in terms of overall test score) The reading part has more importance in the exam, because, actually, I want to support their reading and grammar skills in the first semester, (because it is asserted in modern approaches that teacher should give time to his students to prepare themselves for listening and speaking activities). 5. Number of tasks per part: , each of the part assess a skill. Grammar part has three different tasks. The other parts have just one. 1. Purpose: To assess, evaluate and give feedback 1. Links to of construct(s) 2. Setting (in terms of context and authenticity): 1. Actually, I divided the midterm exam in two part; the first is the one that I papered as paper-based, and the second on is the computer based. Totally, it is out of 100. My aim is to get students feel comfortable during the exams. It is my exam style that ask lots of questions to assess and evaluate as it is possible, so If I gave the two exams (paper-based and computer based) together and 100 minutes totally, I know that they would be bored, so the last parts probably would be answered to finish the exam early as it is possible; that is, I would not reach my aim, because my aim is not to give lower grades. Hence, My exam is consisted of different types of the questions in total.. To teach that exams are not horrible events in our life, I tried to visualize the test, so I used some related pictures to get them feel relax. And Bayram bonus continuous. In this exam, they will have one extra point. 2. Timing: I will give 50 minutes 1. Characteristic of input and expected output: All of the questions are expected to be answered by the students, but, to learn who studies most, some parts, especially the reading one, are a bit difficult, but it does not mean I asked unlearn sections and I want my students get lower grades. 6. Scoring method: I wrote the scoring method each of the question instruction parts. To be more clear, I prepared a chart to give more details.
 * Test structure **
 * Test specifications **

1. White space: there are enough space for drafting 2. Ordering between sections: Read, learn grammar and write 3. Difficulty ordering (difficult to easy): some parts of reading are difficult, other parts are easy. 4. Reactive ordering : Reading, grammar, writing
 * Layout considerations **

1. Number of parts : There are 3 parts. 2. Relevance of parts to purpose of test I have three parts in the test; reading: reading part was designed to check my students’ general reading skills. To understand it, I prepared three different parts. In the first part, students will be expected to guess unfamiliar words from the text. Then, their comprehension skills will be assessed. To check if they have really read the text profoundly T-F questions will be answered by them. In the writing part, to prepare students to the real life, I will ask them to use their language skills in a real life content. It will be like a C.V. 3. Sequence of parts and range of lower- to higher-level thinking tasks. Grammar is the easiest part. I hope the students will answer it in a few minutes. Reading part may take more time and it may be the hardest part of the exam. While they are writing C.V, I hope they will enjoy. 4. Relative importance of parts (weighting in terms of overall test score) The reading part has more importance in the exam, because, actually, I want to support their reading and grammar skills in the first semester, (because it is asserted in modern approaches that teacher should give time to his students to prepare themselves for listening and speaking activities). 5. Number of tasks per part: , each of the part assess a skill. Grammar part has three different tasks. The other parts have just one. 1. Purpose: To assess, evaluate and give feedback 1. Links to of construct(s) 2. Setting (in terms of context and authenticity): 1. Actually, I divided the midterm exam in two part; the first is the one that I papered as paper-based, and the second on is the computer based. Totally, it is out of 100. My aim is to get students feel comfortable during the exams. It is my exam style that ask lots of questions to assess and evaluate as it is possible, so If I gave the two exams (paper-based and computer based) together and 100 minutes totally, I know that they would be bored, so the last parts probably would be answered to finish the exam early as it is possible; that is, I would not reach my aim, because my aim is not to give lower grades. Hence, My exam is consisted of different types of the questions in total.. To teach that exams are not horrible events in our life, I tried to visualize the test, so I used some related pictures to get them feel relax. And Bayram bonus continuous. In this exam, they will have one extra point. 2. Timing: I will give 50 minutes 1. Characteristic of input and expected output: All of the questions are expected to be answered by the students, but, to learn who studies most, some parts, especially the reading one, are a bit difficult, but it does not mean I asked unlearn sections and I want my students get lower grades. 6. Scoring method: I wrote the scoring method each of the question instruction parts. To be more clear, I prepared a chart to give more details.
 * Test structure **
 * Test specifications **

1. White space: there are enough space for drafting 2. Ordering between sections: Read, learn grammar and write 3. Difficulty ordering (difficult to easy): some parts of reading are difficult, other parts are easy. 4. Reactive ordering : Reading, grammar, writing
 * Layout considerations **