Çiğdem+Actual+Test

NOTE. I took the reading passage from the book 'Focus on Advanced English' and found the image from 'flicker.com'.

General comments


 * 1) Looks like your test is designed to address the key issues in your testing statement.
 * 2) Instructions are clear (although I would suggest giving an example for each question type.)
 * 3) Be careful not to 'double test' an item in a test of this narrow focus, e.g. you test KEEP + -ING in both Part 2 Q6 and Part 3 Q3.
 * 4) Be careful not to give away answers to one question in another, e.g. DECIDE + TO INFINITIVE is given in the reading, and then it is tested in Part 3 Q1.
 * 5) Part 3 is basically a TRUE/FALSE item, as there are only two options. What are you hoping to find out from this part? For any question that a student doesn't know the answer, they can just select one option and have a 50/50 chance of getting it right. Is there any other way you can get more meaningful test results? Perhaps by including some verbs that can take either TO INF or GERUND? Or cases of verbs that take both but with a change in meaning?
 * 6) Language point (in reading): WORTH + GERUND....Was it worth taking? **SORRY:( How can I test the students, I am still making mistakes :((((**

Specific points
 * 1) If you change the "WAS IT WORTH TAKING" sentence, then there appears to be three gerund and three infinitives. Your points suggest there are seven. **I consider ' let somebody do something' structure as taking infinitive without 'to'.**
 * 2) Timing? **OK, I will add it at he top.**
 * 3) Answer key? **I have one but I didn't think that I should upload it, too.**
 * 4) The picture is very nice on the computer screen, but if you print this in B&W and then photocopy it, the image might not turn out very well. **Hmm I will try it before the students see the papers =)**
 * 5) Layout - you can do a few things to get the paper reduced to two pages--which you could photocopy back-to-back for an eco-friendly test. **I will try to reduce it by changing the multiple choice questions' choices as a line.**