Gizem's+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.) || I test the target language with the domain of "language instruction". For example, for the last and third part of my test, I gave them situations from real-life within dialogues. Those questions test their knowledge of tenses according to situations. I want to see whether they are able to use tenses in correct situations. I want to test with these questions whether they have efficiently able to use them in a correct form and correct places. I assumed that they are preparing for a proficiency exam in which most of the questions are multiple- choice. So, I mostly used multiple-choice questions with a mixture of vocabulary questions, grammar and comprehension questions. The questions aim to evaluate whether they are able to choose the correct answer within challenging options. So, it means that they have to know the main idea and logic of tenses properly. || 2. I generally focuse on tenses and vocabulary. I assumed that they know tenses. Because they will have to use tenses. 3. The students are upper-intermediate. 4. My test begins with a reading passage. I think he text can attract their atteintion with its interesting subject. The first part consists of 10 questions. The first 8 of them are comprehension questions and the last two are vocabulary questions. The task level (questions) and the text level suits with each other, I think. The questions are easy enough for the level of the reading text. Apart from the reading passage, the second part, vocabulary part, is like a matching exercise. The lexis are from the text. Since they see these words in the reading passage, they can easily infer their meanings from the passage. I am sure that this can lower their affective filter and can aswer these questions comfortably. Also, I tried to write the meanings of those words as coprehensible as possible in English, I am sure that they will understand easily. For the third part, it again consists of multiple-choice questions. These questions are given in dialogues. I tried to give context for each of them in order to lower their affective filter because when they are given in a context, students feel more comfortably and answer the questions at ease. || Resources: For some questions, I used //CPE USE OF ENGLISH 1// ||
 * ~ 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. || With the test I prepared, I aimed to make a revision of tenses. I assumed that I taught all tenses so, in order to strengthen their knowledge about tenses and in order to practice, I did a revision test. My test consists of 3 parts. First part depends on a reading text. The text is long enough for adult learners( I changed my student portfolio.) Since I consider my students are adult and young-adult students, my text is a little bit long and demanding. With this test, I tried to activate students' knowledge about tenses and the recently learnt vocabulary. ||
 * ~ 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) || My test is syllabus-based. Before doing ths test, I assume that I taught them tenses. So now, I want to see their progress. I have to understand whether they really understood the topic efficiently. With the questions in the test, I want students to activate their knowledge and use it efficiently. After doing this test, the students will be given feedback. So they can see their weaknesses and their strengths. If they know those, they can put much more emphasis on their weaknesses instead of the topics they are good at. I think it is very helpful for students' learning process. ||
 * ~ 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.) || 1. I prepared this test for the students whose age is between 18-22. I assumed that their L1 is Turkish and they are atprep classes of a university. Gender doesn't make any difference.
 * ~ 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 will take reliability, validity, practicality, authenticity and washback into consideration because I think that in order to prepare an efficient test, all of these factors are required.
 * ~ 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.) ||