Mustafa

· 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. || I test the students for activating what they’ve learned (Simple Present Tense, Simple Past Tense and their variations )what they have in their washback ( I predict that they will use the variations of the tense correctly, referring to their previous experiences and background knowledge) Especiallay the last part may have a washback effect, because it's highly authentic, it may result in murmuring among the learners about their first they in the school and etc. I hope to handle the situation. || · '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.) 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.) || I will test in ‘language instruction’ domain. By doing so, I hope to practice learning in different aspects and categories of grammar and linguistics structures.
 * ** Criteria ** || ** General explanation. ** || ** Your detail about your particular test ** ||
 * ** Purpose of the test ** || Why are you testing?
 * ** Describing the TLU domain ** || In what domain will you test the TLU (target language use): is the domain

I will focus on creative writing for instance. I will demand them to write to different paragraphs in two different tenses. In the first paragraph, they are supposed to write the text using simple past tense and its variations. Then in the second paragraph, they will focus on the simple present tense and its variations. I didn't want to contrast the present and past tenses at this stage of their learning. || 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) || I’d like to have theory-based test, but to be realistic, I’d use syllabus-based test because it may provide more opportunity to grasp the meaning due to its familiar nature to the learners.
 * ** Defining the construct ** || What is the basis of your test? Is it

At the end of the test, students will have practiced what they've learned. They will see the variations of the tenses in examples and distinguish them referencing to some specific terms they've learned; Adverbs of Frequency, or tense indicators (yesterday..etc) for instance... || 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.) || Age: 15 - 16
 * ** Characteristics of the test-takers ** || These will include:

Level: Elementary

L1: Turkish

Nationality: Turkish Cypriot

Background knowledge: They know about the present tense and its variations in general. Some studies upon the four skills have been done. Generally, the level is A2 to B1. Probably the students will like the test because they all like multiple-choiced tests. ||
 * ** 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? || I will take validity, practicality, authenticity, reliability and washback into consideration; because they all are needed for an efficient test.  ||
 * ** 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 textbook used in Güzelyurt Kurtuluş High School. [|“Solutions” – Pre-Intermediate]

I will use some images for warm-up and recalling activities. And finally I hope to finish designing the text in a week. ||