Çiğdem+Blueprint

Test structure

 * 1) Number of parts : **// 4 parts //**
 * 2) Relevance of parts to purpose of test :**// The purpose of the test is to learn about students' knowledge on 'gerunds and infinitives'. The parts are also aiming to show students' capability in understanding, comparing, contrasting, and forming these two structures. //**
 * 3) Sequence of parts and range of lower- to higher-level thinking tasks :**// Sequence is arranged according to the lower to higher level of thinking, easy to hard. //**
 * 4) Relative importance of parts (weighting in terms of overall test score) : **//the most importatnt part is multiple-choice part because that one may be really challenging for the students.//**
 * 5) Number of tasks per part : //**There is only one task for each part.**//

Test specifications

 * 1) Purpose : **//The purpose of the test is to see and measure the knowledge of students on 'gerunds and infinitives'.//**
 * 2) Links to of construct(s)
 * 3) Setting (in terms of context and authenticity) : **//I used a text which may easily take the attention of the students. I tried to relate the questions to students' own life.//**
 * 4) Timing : **//One lesson- 50 minutes.//**
 * 5) Characteristic of input and expected output : **//The input leads students to use what they have learnt. So the output should be correct usage of the grammatical structure.//**
 * 6) Scoring method: **//I've stated the points for each part in the bracketts, the students would know the value of the questions.//**

Layout considerations

 * 1) White space : I think there is enough white space for the answers.
 * 2) Ordering between sections
 * 3) Efficiency (most points in least time first)
 * 4) Facility (easy to difficult) : **//Easy to difficult//**
 * 5) Difficulty ordering (difficult to easy) : **//Easy to difficult//**
 * 6) Reactive ordering (one part affects the next, e.g. reading, then writing a summary.) : //**Skimming, scanning, reading and then writing the terms. First finding the structures in the text, then completing the sentences and lastly choosing the correct one among 5 choices.**//
 * 7) Ordering within a section
 * 8) Facility or random? (depends on time) : //**Random**//

Checklist

 * 1) Are the directions to each section clear? == //**Yes**//
 * 2) Is there an example item for each section? == **//No//**
 * 3) Does each item measure a specific objective? == **//Yes//**
 * 4) Is each item stated in clear simple language? == //**Yes**//
 * 5) Is the item difficulty appropriate to ability? == //**Yes**//
 * 6) Is the language in items authentic enough? == **//No//**
 * 7) Is there ‘face validity’ in terms of objectives? == **//Yes//**
 * 8) Is the scoring method clear (answer key, marking criteria, partial credit) = **//Yes//**
 * 9) Have opportunities to cheat been minimized? == No
 * 10) Are there opportunites for students to be rewarded for creative or original thinking? == **//No//**
 * 11) Have you allowed time to put away the draft of the test and review it with a clear mind a few days later? == **//Yes//**
 * 12) Have you tried to take the test as a student? == **//No//**
 * 13) Have you timed yourself doing the test? You should be able to do the test in one-quarter of the time you have allowed for the students. == //**No**//
 * 14) Before running the test in class, has a colleague tried to do the test to point out any ambiguities or problems? == **//No//**