TEST DESIGN STATEMENT
Group Members:
Criteria
Purpose of the test
Describing the TLU domain
General explanation.
Your detail about your particular test
Our
purpose is to increase B2 students’
Why are you testing?
level to C1 level by providing
 Think in terms of making inferences about
opportunities them such as using
the language ability of the test takers, and
idiomatic expressions, discourses,
specific decisions that you will make based
language effectively for social purposes
on these inferences.
and imposing grammatical, lexical and
 Also consider the potential washback.
contextual cues.
If the domain is reading comprehension;
we’ll use true/false questions and
comprehension questions after
distributing a descriptive context in order
to check their comprehension on subthemes and qualifications in opinions and
In what domain will you test the TLU (target language statements.
use): is the domain
If the domain is writing (language
 'real-lfe' (i.e., situations where language is
instruction); we’ll distribute tasks which
used primarily for communication) or
contain different types of essays such as
 'language instruction' (i.e., situations where cause/effect, adv-disadvantage,
language is used for the purposes of teaching argumentative...etc.
and learning of language.)
What tasks will you use to test specific elements within If the domain is listening skills; true/false
the domain? (e.g., if the domain is 'language
and fill in the blanks activities will be
instruction' in terms of academic writing, tasks may
used to impose C1 qualifications such as
include summarizing, paraphrasing, choosing best
responding authentic listening materials
topic sentences, etc.)
in a correct way.
If the domain is speaking; we will
present discussion topics from real-life
itself.
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)
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
Characteristics of the test-takers
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.)
The basis of our test is syllabus- based
which is completely dependent on C1
level.
Objective: students will be in a huge
process from B2 to C1. They will be able
to practice on all skills in more advanced
mood.
Outcomes: at the end of all of these
processes, we hope that B2 students can
confidently express themselves and
respond real life communications.
1)Personal characteristics:
Age: 19-21
Gender: mainly girls- a few boys
L1 students
Nationality: TC
Educational context: higher
2) backround knowledge:
Definitely yes!!!
The tests will be multilayered in terms of
language functions ( such as register,
intonation and language skills) and test
taker’s world knowledge.
3)general level and profile of language
ability; intermediate level
4) Potential affective response to test:
Positive effects: when the topics are
TEST DESIGN STATEMENT
selected according to their interests, they
will be encouraged to respond questions
effectively.
Negative effects: they may have difficulty
in comprehending authentic materials. It
causes stress.
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?
Firstly, we need to know our students,
their strengths and weaknesses in order to
evaluate the usefulness of the test
according to reliability, validity,
practicality, authenticity and washback.
Our aim is to be familiar with our
students from second year who will take
this test. Both of us will overview the test
before it is given to the second year
students and the idea of piloting is
extremely important for us.
We will share the language skills and test
questions according to these skills. Gözde
List the explicit resources (who will be involved in
will prepare productive skills questions
designing the test, what materials/equipment/sources
and I will prepare receptive skills
List of resources you will use in
will you use, how much time will it take you to design
questions. We can benefit from different
developing the test
the text.)
web sites like hot potato and zohoo. It
will almost take 2 hours.