gizem's+blueprint

TEST STRUCTURE 1.Number of parts: 5 parts. 2.Relevance of parts to purpose of test. They are all testing modals 3.Sequence of parts and range of lower- to higher-level thinking tasks: The test goes from easy to difficult ones. 4.Relative importance of parts (weighting in terms of overall test score) The overall test score is 100 points. 5.Number of tasks per part: There are 10 for the first part. For the second part, there are 5. For the third part, there are 5. For the 4th one, there are 7. For the last and the fifth one, there are 3.

TEST SPECIFICATIONS 1.Purpose:Testing their knowledge of modals, giving feedback. 2.Links to of construct(s) 3.Setting (in terms of context and authenticity): 4.Timing:50 minutes 5.Characteristic of input and expected output: Grades will be given and the corrections of their answers will be shown and explained. 6.Scoring method: There are 30 questions. The first 20 questions are worth 80 point so each question is 4 points and the last part is worth 20 points.

CHECKLIST 1.Are the directions to each section clear? Yes, each section has clear directions and tells students what they should do. 2.Is there an example item for each section? No,there isn't. There must be examples for each part. 3. Does each item measure a specific objective? Yes. 4. Is each item stated in clear simple language? Yes, the language used in the directions is very simple and clear. 5.Is the item difficulty appropriate to ability? Yes 6.Is the language in items authentic enough? Yes. 7.Is there ‘face validity’ in terms of objectives?Yes 8.Is the scoring method clear (answer key, marking criteria, partial credit)? Yes. ???? 9.Have opportunities to cheat been minimized? There are multiple choice questions so it may be easy to cheat but for the last part, it is not possible to cheat because I want them to write about themselves and their standpoints of the world. OKAY - you can minimize this by producing two versions of the test, with the questions jumbled or the same answers but in different order. 10.Are there opportunites for students to be rewarded for creative or original thinking? Yes, the last part gives opportunities for this. Because they will write ther own sentences or they will write about themselves so it needs original thinking and they have to be creative when doing this part. 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. Who?????