Rationale for Test Items

I chose to have examples of four different test items based on some of my learning outcomes. The four items will test the students on listening, speaking, writing, and the culmination of all in the form of a written essay which is to be recited in front of the class/teacher.
South Korean standardized tests for Elementary school English do not test speaking; merely writing, reading and listening. This is pretty counter-intuitive considering the largest complaint about Korean students' English ability is their inability to actually speak English. Most Koreans can read English and listen with basic understanding. The difficulties come with writing and speaking. They have been taught in the past to be recievers of language but not producers. It makes sense to me that this would be the case considering how language is taught and assessed here; also considering the ability of the average Korean English teacher- perhaps this is generalizing a bit... but Korean English teachers, being educated in a system that doesn't teach production, are ill-equpped to effectively teach production. Hence the existence of native speakers teaching in Korea.
I would administer these assessments during the unit and assign the essay as a take home test after all other assessments are complete. The essays would be presented during the final day of the unit.
It's important to have multiple types of assessments, rather than just a 100 question multiple choice test. By having multiple assessments you can get a better understanding of what your students know, what they struggle with, and where you can help them more.
My assessments include multiple choice, fill-in-the-blank, oration, and essay writing.

References

Borich, Gary; Kubiszyn, Tom. (2010) Educational Testing and Measurement: Classroom Application and Practice, USA: 9th Edition. John Wiley & Sons