Testing+Statement+c-b

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.) || The test domain includes both real-life situautons and language instructions. However in order not to challenge students some of the realistic tasks has been simplified and adapted according to ss needs and capabilities. At the initial phases of the test ss are expected to fill in the blanks with appropriate form of past tense and then they go through multiple choice questions to measure their reflection on understnding of the passage. Within the section B they listen to a dilogue and choose the correct answer for multiple choice questions. In this section their understanding of basic clusters in English and comprehension of thsese clusters are evaluated. At the final section students are perovided a matching task which is going to help them to write a short letter to a friend or any one they wish.The letter is limited to between 6 and 10 senntences in order to be able to balance the grading fairly while evaluauting the tests. || Age:14-15 Mother Tongue: Turkish Nationality: Turkish Education context: 10th grade High School. Background : They are second year high school ss and new in the department of language. Their English level is elementary. They are good at listening however their reflection on listening a little bit problemaitc. Namely they understand but can not reflect to it with appropriate selection of grammatical structures and vocabulary. For this reason in this test listening task is provided within multiple choice form as their level is not appropriate for free refclection on listening yet. Also this is a new type of exam for them and the subjects covered is limited. Their knowledge of language involves very basic understanding of fundamental grammatical points. When it comes to writing skills they need guidance. So at the writing section they are given a task which will help them at creating a letter. || I inserted a listenig material that I've found on [|www.esl-lab.com]. Designing computer-based test takes much more time than paper based test. ||
 * ~ 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. || My initial purpose is to see to what extent my students cabalities has improved on grammar embedded into reading, comprehension, listening and writing. After that depending on the results of the test providing them with efficient feedback and make up the missing points as much as possible. Additionally I want to increase my students familiriaty with computer-based exams or tests as is getting popularized day by day all over the world. ||
 * ~ 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) || It is mostly theory-based. Basically the methods applied within the preparation of the test are composed of reading approach and audiolingual method. However the writing section and grammar that is embeded within the reading section are designed according to syllabus. ||
 * ~ 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.) || Students’ Profile
 * ~ 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 aims to measure receptive skills of ss as their knowledge of language is not enough for productive skills. But this doesn't mean that there is no productive skill evoluation in the test as they have studied some basic writing steyles. It is also included, but it is guided and limited. its validity is not satisfying since it is composed of mostly multiple-choice questions and it is somehow authentic as the reading and listening parts provide simplified or adapted real-life situations. However the practicality and reliability is allright as it is mostly multiple choice. So it will not take too much time to evaluate, though it is more time consuming to prepare it. If to mention about washback it is more opportunistic at the final part of the text, when it is compared to other parts of the text. But for improvement of student skills and teacher skills especially as it is also involves technolgical applications it can prsent a valuable washback. I hope İt will be a good experience both for them and me. ||
 * ~ 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 used Hot Potatoes match and Cloze for this test.