yeash

Yeash - see the highlighted sections in the explanations. Try to address these more specifically in your details about your particular test. - STEVE

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.) || choosing best vocabulary items by multiple choice, comprehension questions to answer from text, sticking related vocabulary to paraphrased sentence.the TLU domain is real life which means an authenctic text and vocabulary items of town and country sides. || The test will make assumptions about test takers' vocabulary skills in situations. The students might have positive attitude towards the test because of using real life situations and use of those new vocabulary items. || Part 3 the exercises; ( [] ) ||
 * ~ 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 their choice of vocabulary in other contexts such as explanation of that particular vocabulary and how familiar are they with the given items in an authentic text about northern lights.this reading will take their interest and it is a positive washback for them. ||
 * ~ 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 will be a kind of theory based because I will use a reading text and the comprehension will be measured by question&answer part and the vocabulary use and familiarization with the topic country and town which is a daily life content and most useful vocabulary. the chosen asked vocabulary items are first given them to understand and then in other exercises matching them with explanations and transmitting them to town and country vocabulary. ||
 * ~ 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.) || age;16-17, gender;10boys&10 girls, L1 is Turkish,Turkish Cypriot,HIgh School.
 * ~ 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 into consideration which are the most used vocabulary items as a result of their answers from the test.to make it reliable the answer choices will be not much tricky. the questions are directly asked from the text and this will make it reliable, the title and the subject of reading is really interesting for students and it is a real life text which means authentic for them,the pictures will grab their attention,integrated and interactive multi vocabulary exercises won't bore them. since the topic of northern lights is not familiar subject to my students, I prefered to choose different and interesting topic. when evaluationg the results I will focus on their answers according to those vocabulary items. ||
 * ~ 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.) || Text is taken from: []