Çağla+testing+statement+CB

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.) || 
 * ~ 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. || I will prepare my test in the purpose of teaching vocabulary about body talk and culture.I will also try to teach conditionals in the passage in an unconcious manner. I mean, I won't ask questions about conditionals, just I will try to make the students familiar with conditionals.I want them to be acquainted with the conditionals firstly in a context ,then I will test them for a different purpose.l prepare the test to analyze students’ language ability in three categories; reading and gap- fill activity, reading comprehension activity and crossword activity.
 * My first purpose is to see whether they are capable of using the correct word in a correct place and to make them do inferences from the context.
 * My second purpose is to see whether they comprehend the passage well.
 * My third purpose is to assess their understanding the target vocabulary with an enjoyable crossword activity.In terms of the potential washback, giving feedback and fixing the problems by discussing the weaknesses and strenghts of the test with the students can be a good way for designating your weaknesess as a teacher. Actually my test will not be an inclusive one, so you can criticize it's shortness for asssesing all four skills. But I must say that I am going to prepare it as a quiz not as a test. Therefore, in this quiz, I am going to to focus on assesing one skill not all four skills. ||
 * ~ escribing 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.)

I test the target language use in language instruction domain. I prepare my test for teaching and learning language. My test isn't an authentic test; but the passage may give an authentic sense because it is about body talk of the people from different countries. Specific elements within this domain;  ||  **Personal characteristics of my students: ** · **Age;** 15-16 ·  **Nationality:** Cypriot ·  **Educational occupation:** High school language department || The test takers will be Cypriot students .They are studying in Güzelyurt Kurtuluş High School. There are 16 students in the classroom .Eight of the students are girls and eight of them are boys. The class is a foreign language class and the students are 15-16 years old. These students didn't willingly choose this language class.Most of them are compulsorily studying in this field. Because their grades were too low, they brought together to study in this field.They are not interested in English.Therefore they don't give an importance to the lesson.They just want to pass the course.But, there are also students who choose this field consciously.
 * Gap- fill Activity : making inferences about the target vocabulary in a context.
 * Reading Comprehension - Multiple Choice Activity : understanding the passage
 * Crossword Activity: comprehending the target vocabulary
 * ~ 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 my test is syllabus-based. Because I will prepare the test according to my objectives. For instance; in overalll picture my aim is to teach the target vocabulary. For this reason I will divide my test into three parts. In each part I will try to assess vocabulary knowledge of the students in terms of different criteria as I mentioned above. ||
 * ~ 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.) || <span style="color: #002060; font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * L1 ;** Turkish
 * Gender;** 8 boys 8 girls

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Background knowledge:** The class is the third year of students in high school, their level is intermediate. Students are good at reading because they have one hour separated as a reading lesson. For this reason, their vocabulary knowledge is not poor. In terms of listening, I think, they are not doing enough exercise.They are not attending the class too much. They are too shy to talk in the classroom .Therefore, their speaking isn't good enough. <span style="color: #002060; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Therefore, I am going to find an authentic passage for them. Face validity also has an important role in testing.For this reason, I am going to take it consideration. I will try to do test intersting with pictures. || how much time will it take you to design the text.) 4 hours I will get some pictures from flicker and find a passage from a book or i internet cite. Also, I can benefit from hot potatoes for the preparation of the tes.t
 * Potential Affective Response:** They are not so willing to do a test<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">, because they don’t trust their level in foreign language.I will try to make the test interesting with pictures.For instance; there will be a picture near the passage in the test. Also, they are afraid of grades.So we must tell them that this test won't affect your grade.
 * ~ 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 am going to think about the proficiency level of the students and background knowledge of them. In terms of practicality, I will give them different exercises like multiple choice, gap- fill.Because I want to see what they are capable of doing. I think, my test is lack of authenticity.
 * ~ 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, ||

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