Unit 3

Activity 5
DESIGNING A TEST

A) Learning objectives and contents to be assessed with the test

Ss will be able to read and comprehend details within the given texts, describe and make a
coherent paragraph utilizing possessive pronouns and auxiliary verbs employing vocabulary
associated with clothes.
Ss will be able to differentiate adjectives from adverbs and conjugate verbs in past perfect and
simple present.
Ss will be able to listen to audios and comprehend the actions being described in order to answer
a number of questions (10).
Contents to be assessed:
Modifiers: too, enough, very, really, pretty, (adjectives and adverbs).
Possessive pronouns: mine, yours, hers, his, theirs, ours.
Auxiliary verbs (should, could, etc.).
Writing:
Creating short paragraphs in a written form.
(Spelling grammar, question marks)
Reading:
Identifying specific ideas (scanning).
Listening:
Recognizing and understanding the ideas of an audiotape.

B) Specifications of the test (specs)

CONTENT
OPERATIONS. These are based on the stated objectives of the course, and include functional
writing and pragmatic and circumspect listening.
Functional writing: realistic, guided and integrative construction of ideas.
Pragmatic and circumspect listening: deduct from lifelike situations and infer with due detail
caution (attentive to all the discourses components)
Underlying skills that are give particular attention in the course:

 Recognizing possessive pronouns and its correct usage within short texts.
Identifying details within an oral speech (audio tapes, and other resources)

Types of text
The texts should formal printed resources: newspapers, magazines, textbooks, screenplays, short
stories, fables, etc.)
Short paragraphs.
Addressees
Academics at high school (intermediate, non native speakers of the same age and status, peers)
Lengths of texts: Short (138 words)
Lengths of audios: 2-3 minutes.
Lengths of the pieces to be written: 60 words
Topics
TV effects on children
Family and relationships
Readability
Clear and understandable
Structural Range
(List of structures that may occur in texts)
You should__...___, You could_...__
This is MINE, This is HERS, This is YOURS
Vocabulary range
Hat, t-shirt, skirt, blouse, suit, jeans, shirt, dress, tie, coat, pants, jacket, sneakers, shorts, scarf.
Casual, formal, conservative, fashionable, warm, practical, uncomfortable.
Dialect, accent, style
Conversational, Informal
Speed or processing
The limit of the elaboration of the exam: 1 hour with 30 minutes
STRUCTURE, TIMING, MEDIUM/CHANNEL AND TECHNIQUES
Test structure
4 sections- listening, reading, writing, grammar

Number of items
6
Number of passages
2
Medium/Channel
Paper and pencil
Timing
Item A- 15 minutes
Item B- 20 minutes
Item C- 10 minutes
Item D- 15 minutes
Item E- 25 minutes
Item F- 5 minutes
TOTAL: 1 hour and 30 minutes
Techniques
TRUE, FALSE, DONT KNOW
IDENTIFYING STRUCTURES
CUED SENTENCES
ESSAY QUESTIONS

C) The test items (the test)

Instituto Bilinge Santillana del Mar
Lengua Adicional al Espaol II
Second Exam
Name: _________________________________________ Date: ___________________

TV Effects on Children
I. Answer true or false according to the reading
A recent opinion poll discovered that many people were very concerned about the amount of sex and
violence depicted in movies, television shows, and popular music. This poll also discovered, however, that
most people thought that individuals should take responsibility to correct the problems. The vast majority
favored such solutions as tighter parental supervision, warning labels on records, and voluntary self-restraints
by entertainment companies. Only 27 per cent favored government censorship. At the same time, there was

growing concern about the impact of television on children. Research has shown that by the time our
children reach age 18, they have spent more time watching television than in school. The problem was that
our television system was attuned to the marketplace. Children are treated as a market to be sold to
advertisers at so much money per thousand eyeballs.
1. People is concerned about the content on television nowadays
True ()
False ()
2. The majority favored government censorship.
True ()
False ()
3. Children spent more time watching television than in school
True ()
False ()
4. The impact of television on children is a subject of interest for society.
True ()
False ()
II. Questions and answers with should. Read this invitation. Use the information in the invitation to
complete the phone conversation.
You are invited to a Clothes Makeover TV Show!!! NBC Channel
For:
Mary Claire Johnson Ramirez,
PLUS 1
Date:
December 15, 2014
Time:
8:00 a.m. (duration: one week)
Place:
12 Parker Avenue, New York
Required:
Clothes and accessories that you
usually wear, they can
be casual, formal, conservative,
fashionable, practical,
warm, etc. ( blouse, shirt, jeans,
dress, skirt, coat,
jacket, sneakers, shorts, sandals,
bermudas, scarf, hat,
etc.).
ALL INCLUDED
Check out the weather, take your precautions!
We are pleased to inform you that you were nominated to enter the
TV Show by your friend David Guzman Collins

Mary: Hi, David.

David: Hi, Mary. How are you doing?
Mary: I am so excited. Guess what happened to me?! and its all thanks to you!
David: Ahh...I really do not know...
Mary: NBC has invited me to a TV show!!! I am leaving on December. Can you come with me? Its
only one week.
Example: At what time and where should I be there?

Mary: Lets see. I have the invitation right here.

David: (What/wear)
______________________________________________
Mary: Something formal. Its New York!
David: (bring warm/fashionable/practical/conservative clothes?)

David: Ahh..I knew it!. Sure. Just give me all the information. (What time and Where/be there)
At what time and where should I be there?
Mary: Lets see. I have the invitation right here.
David: (What/wear)
______________________________________________
Mary: Something formal. Its New York!
David: (bring warm/fashionable/practical/conservative clothes?)
______________________________________________
Mary: ____________________The invitation says Check out the weather, take your precautions.
David: (ohh... I got it bring shorts/sandals/bermudas/coat and scarf?)
_______________________________________________
David: Ok. What about money? (Bring a lot of money?)
Mary: _________________________________________. The invitation says ALL INCLUDED.
David: This sounds unreal. Thanks for inviting me!
Mary: It sounds like fun. I will not be able to sleep. (Sleep/you)
David:__________________________________________. Ill visit you tomorrow. Good night.

III. Write the correct form of the words in parentheses. It could be adjective or adverb.
Example: Anna is (quick) quick. She walks quickly.
1.
2.
3.
4.
5.

Its (awful) ________________ cold today. The cold wind is _________.

Oscar learned French (easy)____________. He thinks French is an __________ language to learn.
The dog barks (angry)______________.
That child grows (quick)_______________.
Marina was (serious)____________________ hurt in that accident.

IV. Complete the sentences with the correct form of the verb.
Use Past Perfect Simple or Continuous and Present Simple.

1. The room had been (be) much cooler after she turned on the air conditioning.
2. By the time we ________ (get) home, Sally ___________ (prepare) a delicious meal,.
3. The farmer ____________ (take) a break because he _____________ (work) in the fields for hours.
4. When I ____________ (enter) the room, I _____________ (notice) that someone _______________
(draw) the curtains.
5. After he ______________ (finish) packing his suitcases, he ______________ (call) a taxi.
6. It _____________ (be) the most beautiful dress she _______________ (ever/see).

V. Write a paragraph in which you describe the last time you went to a mall. With whom did you go?
What kind of clothes did you buy? For what (special or casual) occasion? (Using possessive pronouns
[mine, yours, hers, etc.] and auxiliary verbs [should, could, etc.) 60 words min.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________
VI. Answer while you listen to the audio.
Are the sentences true or false?
A - Her next-door neighbor also worked with her mum.
True

False

A - Her next-door neighbor has a healthier lifestyle now.

True

False

B - He didn't see his brother after he went to university.

True

False

B - He supports the same football team as his brother.

True

False

C - She and her friend argued about a boy.

True

False

C - She is going to go to the same university as her friend.

True

False

D - He didn't have much in common with his friend when they were young.

True

False

D - He still sees his friend regularly.

True

False

E - She didn't like the look of her boyfriend at first.

True

False

E - She thinks their relationship will last for a long time.

True

False

D) Answer key
Activity I. Reading
1.
2.
3.
4.

True
False
False
True

Activity II.
1.
2.
3.
4.
5.
6.

What should I wear?

Should I bring warm clothes?
Yes, you should.
Should I bring a coat and a scarf?
You shouldnt bring a lot of money.
You should get some sleep.

Activity III.
1.
2.
3.
4.
5.
6.

Anna is quick. She walks quickly

Its awfully cold today. The cold wind is awful.
Oscar learned French easily. He thinks French is an easy language to learn.
That dog barks angrily
That child grows quickly
Mariana was seriously hurt in that accident

Activity IV.
1. By the time we got (get) home, Sally had prepare (prepare) a delicious meal.
2. The farmer took (take) a break because he had been working (work) in the fields for hours.
3. When I entered (enter) the room, I noticed (notice) that someone had been drawing (draw)
the curtains.
4. After he had finished (finish) packing his suitcases, he called (call) a taxi.
5. It was (be) the most beautiful dress she had ever seen (ever/see).

Activity V. Writing
1
Message is not
understandable.

Message
Spelling

Has major spelling

errors.
Sentence
construction is bad.
Text is not well
understood.

Grammar

2
Message is
understood but there
are minor mistakes.
Has minor mistakes.
Good sentence
construction with
some errors.

Activity VI. Listening

A - False
B - False
C - True
D - False
E - False

E)

A - True
B - True
C - False
D - False
E - True

Scoring/ rating guide

Activity I: 20%
Activity II: 15%
Activity III: 15%
Activity IV: 15%
Activity V: 15%
Activity VI: 20%
Total: 100%

Specs

Listening (5 minutes)
o Format: audiotape about family and relationships
o Task: student marks the correct answer (true/false)

Reading (20 minutes)

o Format: internet article

3
Message is clear, no
mistakes.
Has little to no
mistakes.
Sentence
construction is used
accurately.

o Task: true or false statements

Writing (25 minutes)

o Format: prompt for short essay: a visit to the mall
o Task: write opinion paragraph

Grammar (40 minutes)

o Format: sentence construction
o Task: correct use of verb tenses and auxiliary verbs, adjectives and adverbs

Total: 1 hour and 30 minutes

F)

Comments by moderator

(Anal Gallegos and Julio Rodrguez)

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 th appropriate grammar
knowledge?
Is the item economical?
Multiple choice- is there only one 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?

YES

NO

G) Narrative of the process

During the elaboration of this test, we were profoundly reflecting about the divergent types of items
we could select to accurately approach the specific objectives, as a consequence, our election was
mostly influenced by an integral assortment of components that tended to enhance the
communicative and comprehension competences and abilities of the student. We decided to focus
on sundry test items, to reach a wide and extensive intellectual (skills) spectrum that could enable
the students to work all possible areas. One of the skills that we did not include in the test was

listening; due to the fact that if applied, the exam will be genuinely time consuming because of the
periods of individual evaluation of the students (informal assessment in this skill can be victoriously
applied along the course). Although this skill is not included, all other skills: reading, listening,
writing (and grammar/language) are clearly being formally measured.
The assessment of this test (items) is direct, and it has its foundations on the immediate action of the
scholar and responsive attitudes. Moreover, we think that a better way to learning is to be in
constant touch with the language in a meaningful context, various items in the exam present these
kind of scenarios (elaboration of a paragraph). This test is designed to be answered in a short period
of time, we decided to put ranges of time for the students that could be in lower level or, merely,
students that work at a slower pace. Students can possibly conclude the exam within 30 minutes,
although the time edge is 1 hour with 30 minutes, sufficient time to read, answer, analysze it even
with a double inspection.
Since the test has 4 areas to assess which are reading, writing, listening, and grammar, we wanted to
give, to the said areas, a little bit more priority basing this grading in terms of understanding when it
comes to the target language. We gave reading and listening with a higher percentage (20% each)
than writing and grammar (15% each exercise), because we thought that in the end those skills are
going to have more weight in a natural situation. However, we did take into account that it is true
that the objective, what we wanted to achieve was more implicit in the writing and grammar
exercises and that is why there is not a lot of difference between all the percentages. Also, we did
not include speaking for the reason that we believe that skill should be assessed more in the
everyday class, more than in an exam where they would know they are being assessed and probably
making them nervous, which could greatly affect their performance.
Even when some of the aspects to assess have more weight in the test, we think is best to consider
when revising to know how to make a good impression in the student even when he did not do that
well in the exam. Because we have all been through that stage and we are conscious that a bad
grade or even some of the feedback that is made during grading, or revising the test, could greatly
affect the person. So, our option for giving feedback in general would be to make a prevailing
revision to know the area in which most of the students are struggling, and help one other realize
their mistakes, what they did wrong, and how can they improve. Of course, this would be with the
help of the teacher.
Regarding the validity of the test, even when we changed some of the items to structure it, the
overall topic remains the same and follows what was previously mentioned in the lesson and

assessment plan. It has to do with describing, using adverbs and adjectives, using certain
vocabulary, that is seen throughout the grammar and writing exercises, and maybe a little bit from
the listening one. The reading activity was not that focused on those topics because we wanted it to
be more about the comprehension of the text. Although, in the first grammar activity there is a little
bit of reading and it has to do with the vocabulary seen in the syllabus, so that would give some
balance regarding reading comprehension and the follow up of the general objective.
As we already know a test is said to be reliable when the results are consistent. In this specific
situation we cannot say that the test is 100 % reliable since we have not applied the test. However,
the instructions are clear and there is only one possible answer in each exercise, except the writing
exercise, which is helpful for the test to be reliable. The test was designed in such a way that we
gave more importance to the reading and listening skills with a 20% of the whole score, and the
other activities with 15% each.
In terms of practicality, we have to admit that the test is not practical is not entirely realistic in a
sense that it is made of four pages, which make it not to be very economic. However, taking into
account the number of items, the time given to answer the whole test is convenient. Also, it is easy
for the teacher to revise it since most of the items are objective. Additionally, we could say that it is
practical for the student to understand it because the instructions given are short and easy to
understand.
Team members: Teresa Escobar Dvila, Valeria Martn del Campo, Jocelyn Granados