Testing+Statement

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 is "language instruction", since the students are measured about their ability of recognizing, writing, placing, and using adverbs correctly by using their vocabulary, grammar, reading, and writing skills. The test includes rewriting, underlining (recognizing the structure), filling blanks, making sentences, and multiple-choice parts. || || || ||
 * ~ 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. || *  to see if the students understood the subject of adverbs
 *  to see if they know how and where to use adverbs
 *  to see their ability of using adverbs in the correct form
 *  to see their writing skills through which they will use their knowledge of adverbs
 *  to see their abiliy of reading in which they wil be measured about using adverbs in the correct meaning
 *  to give feedback to the students about their knowledge on advers and how they are good at using adverbs
 *  to get feedback about how I'm good at lecturing adverbs
 *  to realize my and my students' lacks on the subject ||
 * ~ 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 'syllabus-based' test, since the students are going to be tested on adverbs which will make them feel secure and encouraged to do the test. As they practiced adverbs during the lesson quite a lot. The test, also, goes from easy to difficult which suits with the progress of the lessons.  
 * ~ 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.) || *
 *  They are considered as having practiced adverbs; therefore, they are supposed to deal with this test which measures their knowlegde on vocabulary, grammar, writing and reading.
 *  Their level is elementary which is quite enough for doing this test.
 *  I think the students will like the test, since it's not boring. It includes many, but short parts which will keep them awake during the test by changing the objective and getting their attention.
 * ~ 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? ||  Examining the test both throughly and specifically will help me to see the advantages and disadvantages of applying this test. For example, according to reliability, the test is appropriate in terms of practicing use of adverbs by measuring their grammar, vocabulary, reading, and writing skills.Therefore, with this test getting and giving a elaborated feedback about their knowledge becomes easier. The grading system is quite easy and justy and the questions mostly require short answers. So, we can say this test practical.
 * ~ 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.) ||
 * || *  ELS
 *  Just_Enough_English_Grammar_illustrations
 * <span style="color: black; font-family: Symbol; font-size: 10pt; font: normal normal normal 7pt/normal 'Times New Roman';"> httpptbertram.wordpress.com20080829on-writing-deconstructing-descriptive-passages ||
 * <span style="color: black; font-family: Symbol; font-size: 10pt; font: normal normal normal 7pt/normal 'Times New Roman';"> httpptbertram.wordpress.com20080829on-writing-deconstructing-descriptive-passages ||