The test and the narrative:

Test for Level 1
Unit 1

Introduction:


This assignment (task) was done by three students of the faculty of idioms. The test is designed to evaluate a group of beginner’s students in English. It consists on the construction and detailed elaboration of a unit test, in order to establish clear prove of students understanding of the topics seen in their first unit as well as the four (certain) skills (reading, listening, grammar, and writing). The construction of this project is based on the “7 steps to develop a test”. This project will start by providing the learning objectives and contents with its respective analysis. Secondly, specification will be stated with their respective objective, format, task, and time for each one of them. Third, the test items which refer to the original test will be included. The fourth step will consist on the answer key will be presented. Continuing on, the fifth step will be making a rating guide in order to get a scoring. Sixth step will be the comments that a moderator will provide about the exam including the chart provided by the teacher Dominguez. Lastly the narrative part of the detailed explanation and step by step through the elaboration of the exam.

Learning objectives and contents to be assess with the test:


This project bases its learning process in the four mayor skills and the sub-skills that are used as a bridge to achieve our objectives in the first unit. As beginners students level they have their first contact with the four skills, and therefore these skills will provide students the knowledge they must have to develop their learning process efficiently. The following skills and sub-skills with its goal will be covered by learners. For speaking, students must be able to develop a good pronunciation, accuracy and ask for specific information. Listening, learners are supposed to carefully make a full comprehension of what he/she are listening to and as a result infer for specific information along with being able to reproduced it in a written form. Writing, students must acquire the competence of right use of new vocabulary with its correct spelling and the right usage of the grammatical topic seen in the first unit. Reading is focused on pair-reading, a complete comprehension of the text and gives its appropriate intonation to the reading. As a sub-skill, grammar requires that students developed the skill in order to identify correctly the main prepositions of place and their usage in real life situations, make combinations of the prepositions and the "wh" questions the student will construct questions in order to get specific answers about location and amount of a person, place or thing, and learn the four demonstrative adjectives (singular and plural) to obtain more detailed information or belonging about an object. For vocabulary and spelling learner must practice new vocabulary and it’s corrects spelling. Although students will have their fist contact with the four principle skills, each of them has been designed with a specific purpose in order for them to have a suitable understanding in learners.


Specifications of the test:


Grammar:

Objective: students developed the skill in order to identify correctly the main prepositions of place and their usage in real life situations, make combinations of the prepositions and the "wh" questions the student will construct questions in order to get specific answers about location and amount of a person, place or thing, and learn the four demonstrative adjectives (singular and plural) to obtain more detailed information or belonging about an object.


Time: 10 minutes


Format: some sentences with missing information but that have coherence that let the students to know the correct answer.


Task: fill in the blank. Students would have to use correctly the wh questions words, the demonstratives adjectives and some preposition of place that they learned in the curse.

Writing:

Objective: students must acquire the competence of right use of new vocabulary with its correct spelling and the right usage of the grammatical topic seen in the first unit.


Time: 15 minutes


Format: prom for at least 6 lines paragraph: the classroom vocabulary and preposition of place.


Task: write a paragraph describing the classroom using the correct vocabulary and preposition of place.

Listening:

Objective: learners are supposed to carefully make a full comprehension of what he/she are listening to and as a result infer for specific information along with being able to reproduced it in a written form.


Time: 3 minutes


Format: audiotape of 10 sentences given directions and a map to check if the information is correct.


Task: students marks correctly, with true (T) or false (F), if the information given in the audio is correct or incorrect according with the map.

Reading:

Objective: pair-reading, a complete comprehension of the text and gives its appropriate intonation to the reading.


Time: 15 min


Format: an story with multiple choose


Task: Read the story and then choose the correct answer.

Speaking:

Objective: students must be able to develop a good pronunciation, accuracy and ask for specific information.


Time: 5-8 minutes for each student.


Format: individual assessment. Speech must involve the classroom and question related of giving/asking for information.


Task: The teacher will ask for some directions to the student or the teacher will ask the student to ask her/him directions. Another format will be that the student will describe the classroom.


Test items (The test):

Unit 1 (Evaluation)
Name: _________________________________ Date: ________________________

• Grammar
Instructions: Fill in the blanks using the correct demonstratives adjectives.

1. He can't finish________ chocolate. Would you like some?
2. Hello, ________ is Rachel speaking. Hello. How are you, Rachel?
3. Hey, Jillian, is ___________ your ring? I've just found it on the floor.
4. Look at __________woman over there. She's a Spanish teacher
5. Jane! _________ is her penfriend Joe'. ´Hello, pleased to meet you´.
6. Look at _________ painting over there. What fabulous colors!
7. Don't take ________ mug, it's broken. Take this one.
8. Listen! __________ awful dog next door is barking again.
9. His uncle, who fought in world war II, told him that in ________ days they didn't have enough food.
10.________ mountains in the distance are the Alps.
11. Mmm. I love __________ pancakes. They're home-made, aren't they?

Instructions: Complete the exercise according to the picture.
Use the preposition of place.

1. - _______the picture, there are three kids.
2. - the girl is standing ________the two boys.
3. - the boy with the game-boy is _________ the right.
4. - he has a game-boy _______his hands
5. - the kids are looking _________ his game-boy.

Instructions: Write the correct WH word:
1. - ________ do you want to eat? Pasta and cheese.
2. - ________ do they smoke? Cigarettes.
3. - ________ does John drive? Cars
4. - ________ do we get up? Early in the morning
5. - ________ does that girl go swimming? At the club.
6. - ________ are you dressing like that? Because it is Halloween party
7. - ________ is the weather in London today? Oh! It is so bad; it is rainy the whole day
8. - ________ have you been here? A month
9. - ________ is the house? It is too expensive, it costs $500000 UDS

• Listening
Instructions: Look at the map, then listen the audio and choose F (for False) if the information is incorrect, or T (for true) if the information is correct.

1. The hotel is next to the _____________. (T) (F)
2. The zoo is ____________ the police station. (T) (F)
3. The __________ is between the post office and the supermarket. (T) (F)
4. The bowling alley is on _________ Street. (T) (F)
5. The _____________corner of ________ Street and ________ Street. (T) (F)
6. ______________ front of ________________. (T) (F)
7. ____________________________________________. (T) (F)
8. ____________________________________________. (T) (F)
9. ____________________________________________. (T) (F)
10. ____________________________________________. (T) (F)

Reading
Instructions: Read the text below, and then choose the correct answer.


A Special Christmas Present
David wants to buy a Christmas present for a very special person, his mother. David's father gives him $5.00 a week pocket money and David puts $2.00 a week into his bank account. After three months David takes $20.00 out of his bank account and goes to the shopping mall. He looks and looks for a perfect gift.
Suddenly he sees a beautiful brooch in the shape of his favorite pet. He says to himself, "My mother loves jewelry, and the brooch costs only $17.00." He buys the brooch and takes it home. He wraps the present in Christmas paper and places it under the tree. He is very excited and he is looking forward to Christmas morning to see the joy on his mother's face.
But when his mother opens the present she screams with fright because she sees a spider.

1. What does David want to buy his Mother?
A. a special birthday present
B. a Christmas present
C. a spider ring

2. Who does David get his money from?
A. his pet
B. his mother
C. his father

3. What does David buy his mother?
A. a ring
B. a brooch
C. a spider

4. What does David do with the present when he takes it home?
A. he gives it to his mother
B. he wraps it in Christmas paper
C. he is very excited

5. Why does David buy a spider brooch?
A. spiders are his favorite pet
B. he loves Christmas
C. to scare his mother

6. Where does David put the present on Christmas Eve?
A. under his pillow
B. under a spider
C. under the Christmas tree

• Writing
Instructions: Write a description of your classroom in 6 lines paragraph. Remember to use the classroom objects vocabulary learned in class and the preposition of place.



___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



• Speaking
Instructions: Give the information that the teacher ask you. Remember to use the demonstrative adjectives, preposition of place, the wh question words and the vocabulary that you learned before when speaking with the teacher.

Answer key:



Grammar:
Part one: Fill in the blanks using the correct demonstratives adjectives.


1) 2) 3) 4) 5) 6) 7) 8) 9) 10)
this this this that this that that that those these

Part two: Complete the exercise according to the picture. Use the preposition of place.

1) 2) 3) 4) 5)
In between on in at

Part three: Write the correct WH word.

1) 2) 3) 4) 5) 6) 7) 8) 9)
what what what when where why how how long how much

Listening:

Look at the map, then listen the audio and choose F (for False) if the information is incorrect, or T (for true) if the information is correct.

1) 2) 3) 4) 5) 6) 7) 8) 9) 10)
True True False False True False True False True False

Reading:

Read the text below, and then choose the right answer.

1) 2) 3) 4) 5) 6)
A C B C A C

Scoring/rating guide:

Writing:
9 pts. Construct sentence and phrases correctly (spelling/grammar) - text and ideas are organized
7 pts. Can construct sentences and phrases with a bit of difficulty (spelling/grammar) - text and ideas are quiet organized
5 pts. Construction of sentences and phrases has errors (Spelling/grammar) – text and ideas have no order
3 pts. Sentences and phrases has many mistakes (Spelling/grammar) - text and ideas have no sense
1 pts. Has no idea of the usage of written language


Speaking:
9 pts. Can express himself correctly using what was learned in this unit
7 pts. Has some troubles trying to express himself
4 pts. Can barely express himself
0 pts. Cannot express anything


Listening:

8 pts. Can understand what he/she is listening to
6 pts. Can understand mostly of what he/she is listening to
4 pts. Has hard time understanding what he/she is listening to
2 pts. Has lots of trouble comprehending what he/she is listening to
0 pts. Cannot understand the spoken language

Comments by moderators:

The test was moderated by each of us. All of us tried to find mistakes or things that could be improved that the others didn’t notice. We all agreed in the aspect of validity and reliability, and the test was appropriately designed to evaluate the unit. We designed the items to match with the specifications of the test and the objectives of the unit. We had to change some of the instructions because they were confusing and too hard to understand, since we are making a test for beginners. Also, some of the items were modified to fix better with the objectives. That was our more significant errors during the realization of the test as well as some spelling mistakes.

We present the table we used to evaluate the design of our test.

YES NO

Is the English grammatically correct?
Is the English natural and acceptable?
Is the English in accordance with the specs?
Does the item test what it is supposed to test?
The correct response cannot be obtained without the appropriate grammar knowledge?
Is the item economical?
Multiple choice- is there only 1 correct answer?
Gap filling – are there just one or two correct responses?
Multiple choice – are the distractors really going to distract?
Is the key complete and correct?
Are the instructions complete? Not too long?
Is there an example?


The elaborative process of the test:

As any process, there were many steps to follow before the test was considered to be ready. We based the creation of this test in the learning objectives of the unit, every decision we made was contrasted with the objectives so there would be coherence.
The items were chosen to be known as the best to fit in the test because of how well they measure the skills worked in this unit. Every single item was revised and supervised a lot of times to avoid any mistake or any confusing part for the students.
Our test was developed to be direct because it offers a more concrete way to assess each skill worked in this unit.
The test was made to be done in 1 hour, and each item has its own time to be done:
The part of grammar should be completed in 10 minutes, writing was given 15 minutes, listening 3 minutes, reading 15 minutes, and speaking 5-8 minutes, as well as we left some extra minutes in order for students to revise their test. At this stage it is worth to mention that the highest score is 100 points and each item will have next value:

Grammar: 15
Writing: 25
Listening: 20
Reading: 20
Speaking: 20


When the students finish, and when we complete to check every test, the students will get oral feedback individually, as well as a global written feedback on the test.
In terms of validity, reliability and practicality it is worth to mention that this test covers all the requirements that each of that aspect asks to reach the term.
First, our test is valid because it is focused on those relevant skills in this unit, it does not include irrelevant topics and only contain the knowledge the students should had acquired during this unit.
Then, the reliability came when watching the test finished, we could assure that the students were able to get a high score in it by demonstrating all the significant learning they got from the unit and even if they repeat the test some units ahead.
The last thing we are going to analyze is the practicality of our test, which is very notorious, because it is no to long and hard to do, but instead its contents are easy to answer and at the same time highly confident. Our test was no designed to be a long and boring test but the opposite.