Salih's+Blueprint

OKAY. VERY DETAILED BLUEPRINT. YOU HAVE PLAYED A LOT OF ATTENTION TO THE AFFECTIVE DOMAIN. WILL BE INTERESTING TO SEE WHAT WASHBACK THIS HAS. **

Test structure ** 1. Number of parts : There are 6 parts. 2. Relevance of parts to purpose of test My parts are designed accordingly students’ needs. Some parts of the test are designed to check and assess the theoretical parts of the language (1th, 2nd), some parts are designed as an application part of the language (3rd, 4th). In those parts, my aim is to take feedback from my students, to make it, in a limited area I get my students free, so that they will feel more comfortable and actualize themselves, because they will see their own language proficiency in English (it is like production part of the test) 3. Sequence of parts and range of lower- to higher-level thinking tasks. The first and second part, I think, are the easy parts, I prepared it deliberately to warm my students to the test, but the other parts are arranged randomly, because, as a student, when I think the rest part of the exam is difficult, I cannot concentrate on any parts, but, overally, my exam has a procesudure. Firstly, theorical parts, then application parts. 4. Relative importance of parts (weighting in terms of overall test score) The last part of my exam has higher grade, because I thought that to make the part, my students firstly understand the context, then concentrate on the grammar, so I think it is the part that I decide if the students have studied on the exam. The other parts are graded accordingly the number of the questions. 5. Number of tasks per part: , Each of the parts has just a task, but each task has a different style. 1. Purpose: To assess, evaluate and give feedback for my students tenses and their aspects knowledge. 1. Links to of construct(s) 2. Setting (in terms of context and authenticity): 1. My exam is consisted of different types of the questions; this is like a revision test on tenses, so instead of just asking do it do that, I want to take feedback if they really understand the logical aspects of the tenses, and if they really apply the tenses in their daily life. To manage it, (as possible) I give real life situations; in the multiple choice part, questions were selected as our daily life parts; for the application part (3rd, 4th) they were given a really life content (limited content) and were asked to write their reflections. To evaluate correctly and fairly, the students are free in a restricted area. To teach that exams are not horrible events in our life, I tried to visualize the test, so I use some related pictures to get them feel relax. To be respectful and to show that I am aware of their culture and its aspects, as a Bayram Festival, I give them two bonus points, but it does not mean that I will add two more points in their final grades, instead, it means that you have a chance to make two more points if you do it. The last page is designed as a comment page, I will write about the reflection of the test to my students. I will give feedback for their language learning process and the specific test. The pros-cons and comments to develop their language skills will be written there. 2. Timing: I will give 50 minutes 1. Characteristic of input and expected output: All of the questions are expected to be answered by the students, but, to learn who studies most, some parts, especially the last one, are a bit difficult, but it does not mean I asked unlearn sections and I want my students get lower grades. 6. Scoring method: I wrote the scoring method each of the question instruction parts. In the Point chart page, to be more clear, I prepared a chart to give more details.
 * Test specifications**

1. White space: there are enough space for drafting 2. Ordering between sections: Firstly, theoritical then application 3. Difficulty ordering (difficult to easy): the first two parts are easy, then randomly. 4. Reactive ordering : Grammar, writting( 3rd,4th parts), reading(6th part)
 * Layout considerations**