Selen's+Blueprint-CB

**Test structure**

 * 1) Number of parts. There are 5 parts
 * 2) Relevance of parts to purpose of test . They are all testing language skills- grammar, vocabulary, listening, pronunciation, and writing.
 * 3) Sequence of parts and range of lower- to higher-level thinking tasks. The test goes from easy tasks to difficult ones
 * 4) Relative importance of parts (weighting in terms of overall test score) The overall test score is
 * 5) Number of tasks per part. At each part there are 5 to 10 tasks.

**Test specifications**

 * 1) Purpose: testing their knowledge of grammar, vocabulary, listening and reading comprehension, and writing skills
 * 2) Links to of construct(s)
 * 3) Setting (in terms of context and authenticity): language instruction
 * 4) Timing: 60 minutes
 * 5) Characteristic of input and expected output
 * 6) Scoring method: 1 or 2 points for each part according to their level of difficulty

**Checklist**

 * 1) Are the directions to each section clear? Yes, each section has clear directions.
 * 2) Is there an example item for each section? No
 * 3) Does each item measure a specific objective? Not all of them measure a specific objective
 * 4) Is each item stated in clear simple language? Yes, the language is simple enough.
 * 5) Is the item difficulty appropriate to ability? Yes, the level is approriate.
 * 6) Is the language in items authentic enough? Partially
 * 7) Is there ‘face validity’ in terms of objectives? Yes, they can realize which abilitiy a part is measuring.
 * 8) Is the scoring method clear (answer key, marking criteria, partial credit) No
 * 9) Have opportunities to cheat been minimized? Yes, the test is not only consisted of multiple choice questions.
 * 10) Are there opportunites for students to be rewarded for creative or original thinking? Yes. they are allowed to write their own sentences. Especially, writing part is focused on the creativity of ss.
 * 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? Yes
 * 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 .Yes
 * 14) Before running the test in class, has a colleague tried to do the test to point out any ambiguities or problems? Yes