Testing+Statement+CB+seda

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.) || The domain seems to be language instruction as the following tasks are vocabulary study and comprehesion check.The tasks are: matching activity, comrehension questions, fill in the blanks activity. || Nationality: Turkish and L1is Turkish Educational context: Higher education
 * ~ 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. || The test is designed for intermediate students.It aims at vocabulary study and at the same time reading comprehension.As the topic of the reading passage is concerned, they will get a brief information about the Jazz Age.It is important as it will add to their general knowlegde and might create a positive washback. ||
 * ~ 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) || The basis of the test is theory-based as it is based on a theoretical model of language ability rather than the content of the syllabus. ||
 * ~ 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.) || 1. Age: 17-18

2.The test is prepared assuming that they can make inferences and work on new vocabulary.

3.Their level is B1 so that they can understand main points of standard input.

4.It may be boring for some of them as it includes information about literature but even so they can do the activities as pairs or groups and it may be fun especially the activity in part1. ||
 * ~ 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 test is practicle as it can be used easily and does not take much time.It has face validity and content validity as it looks good and everything is clear also all the tasks are related to the text.The results are expected to be reliable as the options are limited.It is not authentic but close as the text gives information of a subject which is still valid today and also the last part shows the use of new vocabulary in everyday life.So,the washback is expected to be more close to positive.After the test, I will look at the common mistakes again and talk about them in class. ||
 * ~ 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.) || The teacher prepares the test but it may be better if he/she gets the ideas of some colleagues.When the text is found,it does not take much time.(The activity is taken from the book ELS English Through Reading, but a seperate text can be found that fits the syllabus and exercises may be prepared accordingly.) ||