ÇAĞLA+Testing+Statement

ÇAĞLA - I sorted out the table for you.

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.) || Actually, I prefer to test the TLU in real life and authentic domain.but, I think to create an authentic test is hard.This domain is good not for the testing but for teaching subject in the classroom. Therefore; I use 'language instruction' domain. In this domain, I can utilize from a number of tasks. For instance; in my test I gave the emphasis is on the learning of the grammatical usage of simple past tense with a number of activities such as; reading comprehension questions, gap- filling activity, testing vocabulary, writing( a real life situation ). We can also add some other tasks such as matching activity or top down and bottom up processing activities. It is quite hard to give the grammatical structures a sense of real life situations. But we can create a test by integrating these two domains or If we couldnt form an authentic test, we could make it authentic- like.For instance we can choose interesting topics that will take the students attention. ||
 * ~ 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. || The purposes of my test
 * 1)** to evaulate and assess the language skills of the students in terms of reading, writing, vocabulary.
 * 2)**to teach students to make inferences from the passage and to be familiar with the usage of the Simple Past tense through reading comprehension questions.
 * 3)**to get the results about the weaknesses and strenghts of the students for this subject.
 * 4)** to see from the test results whether my testing technique is in a satisfactory or a good level.
 * 5)** to test their vocabulary and to know their level of understanding the topic
 * 6)** In the aspect of washback,it is easy to apply for a teacher but the negative aspect of it, it can make students irritate because of thel enght of the test.
 * 7)** to see their narrating ability by testing their writing sth (especially I preferred to ask for real life context, If I wanted them to write about a fairy thing, ıt would be nice but I preferred to use an authentic context.) ||
 * ~ 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) || I dont prefer to restrict my testing with the criteria of a syllabus.Yes I agree, a teacher must have objectives, but I object to stick to some criteria.If I must choose a syllabus, I like to use functional notional syllabus.Because I like teaching a topic in a communicative context.I n terms of testing, I prefer to use theory-based one. Because it is based on a theoretical model of language ability.Actually I prefer to integrate both of these constructs.The test may look a bit comprehensive. ||
 * ~ racteristics 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.) || 1) 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.
 * 1) 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.) || 1) 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.

2) 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.

3)Despite of the some lazy students,their language level is not too bad.Their course book is an intermediate level.

4) I think, the students will feel a bit nervous about the test.I think they won't be interested about testing anything. Because they haven't had any idea that they are going to take a test.So, they will want to know about what topic we are going to test them and whether it will affect their grades.Because I think they will be bored, I prepared the test according to their level (not so difficult not so easy) and I tried to take their interest by putting a picture for reading part. ||
 * ~ 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? || In terms of authenticity, I think my test isn't an authentic one. Because it is composed of a reading text about fairy tale.I didn't prefer to use related activities with the passage. It can look like a bit a path guilt.But,I think ıt should include different contexts. It isn't necessary to create the test parts with the same context.I am going to try to prepare another test with an authentic text and related questions.

In terms of practicality, I think it is applicable for the teachers and the students in the classroom environment. Because it includes basic exercises like gap- fill or multiple choice questions.

In terms of validity ,I think a teacher must be a contemporary person. He or she should take into account the innovations in the language and should apply these into his or her test. I can give the students feedback after each exam.I will try to get the level of the students and the deficiency of my test from feedbacks.Thus, I will analyze the usefulness of my 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.) || www. flicker.com (picture)

www.eastoftheweb.com(reading text) I prepared the reading questions. The other parts, I modified and changed some exercises from some cites. Because I couldn't create so many questions, I formed the questions myself but with some idea help from cites. ||.