Dilan+Testing+statement

To test students’ vocabulary level: synonym, antonym and so on… Example: older vs. younger To test their knowledge about irregular forms of some adjectives, because they need to be memorized, it should be tested. To test their ability of reading a table, a graphic or whatever in which information is only given, and making comments on the given information is the duty of the students To see their comprehension and to figure out their ability for forming well-structured sentences based on this comprehension To see their uncontrolled, free, productive skill in using these adjectives with comparatives and superlatives forms for the topics that they are interested in. GOOD LEVEL OF DETAIL AND THOUGHT ABOUT THIS. || 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 domain of my test will be real life situations; I will put them in real life conditions with a story or topic that they can find themselves in it or find similarities between their own lives and the situation given. However, because this is a paper-based test, I try to see their level of language so it will be close to language instruction as well. My test will be taken in terms of grammar knowledge- comparatives and superlatives- so it will include true-false, multiple choices, fill in the blanks exercises, and writing part. OKAY || Our test takers are the students from Guzelyurt, Kurtulus Lycee. They are 14- 15 years old. There are 12 students in my class: 8 girls and 4 boys. İt is a language class. Their first language is Turkish, they are Cyprus citizens. Their level is not so good because these students are those whose grades were not enough any other departments. Because they have no choice they chose this language department J boys are better than girls although their number is less. Their level is now appropriate for this test. With pictures they feel more relax. They cannot use the language effectively, but with guidance they can come over this test. They will like it. INSHALLAH -IS THIS WHAT YOU MEANT BY THE POSTIVE WASHBACK? || Some tables were taken an internet site Pictures were chosen by me. I took some advices for writing an internet site OKAY-GOOD TO CITE YOUR SOURCES OR GIVE THE URL. ||
 * ~ 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. || Objectives of my test:   to test students’ inference ability. They are not given questions whose answers can be taken out directly from the text or sentences.
 * ~ 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) || The basis of my test is syllabus-based. It is linked to my  learning objectives  . It will test the knowledge of their vocabulary, comprehension and writing skill. Because it will only test one topic, it won’t have a negative effect for students. With pictures it will even have positive washback on them. HMM..IN WHAT WAY WILL PICTURES HAVE A POSTIVE WASHBACK EFFECT? ||
 * ~ 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.) ||
 * ~ 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 won’t take the practicality to account, because my first aim is to make students feel better, I can work on it while analyzing. Making only multiple choices to make it practical makes me no sense. I try to make it authentic with the real life situations. Face validity is also fine with students. I put empty spaces for them. I analyze them according to some statistics made by me. Some questions can be done by all students, few questions can be done by good students, 2 or 3 questions can be only done by students who really comprehend the topic and good at using it.   OKAY   ||
 * ~ 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.) || Resources: I prepared the reading test