Tayfun

To see their ability to use these items in terms of writing for real life context. ​ To see their understanding of reading comprehension skills using skimming, scanning tecniques. To see their ability to use adjectives in the correct structural form. || 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.) || Target language use will be tested as 'language instruction' which students will use situations which help them to use language in the process of learning. The tasks will be used according to the part of the test. For example, Reading will include the scanning and skimming element which help students to understand the topic or searching for particular adjectives within the paragraph. ||
 * ~ 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 test their adjectives for food, towns and people.
 * ~ 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 'syllabus-based' test because they are going to be tested in adjectives for food, town and people which is taken from the test book. This will bring the positive backwash and students do not feel underpressure. Feeling relax while they are doing the test affects them both psychologically and physically. ||
 * ~ 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.) || Our test takers are the students from Kurtulus High School in Guzelyurt, they are about 16-17 and They are 12 students,seven girls and six boys in the classroom. Turkish is their mother tounge. I think they will enjoy the test because the topic is authentic. The test will also develop their language skills in terms of vocabulary, grammar, writing and reading. Their level is determined as lower-intermediate which we can say B1 /B2. This test will include the topics of food, town and people in which activities will include from the real life. ||
 * ~ 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? || The test will take into consideration the reliability, validity,practically, authenticity and washback. For examle, in validty criteria, the test will measures accurately what is intended to measure. Students will be tested in order to determine their understanding of the use of adjectives and they will practice vocabulary, grammar, reading and writing skills. For example, I will ask students to read a text and answer comprehension questions related to this test. This is the criteria for validty. ||
 * ~ 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 .) || I will use the student/teacher's text book which is 'New Headway Pre-intermediate'. I used 2 hours to design the test for the students ||