Review of summative assessment for term 1
Nbsp; Specification of Summative Assessment for term on the subject “English”
Grade 7
Content
1. Aim of the Summative Assessment for the term..................................................................... 3
2. The document defining the content of the Summative Assessment for the term.................... 3
3. Expected outcomes on the subject “English”, Grade 7........................................................... 3
4. Level of thinking skills on the subject “English”, Grade 7...................................................... 4
5. Administration rules.................................................................................................................... 5
6. Moderation and marking............................................................................................................. 5
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1..................................... 6
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2................................... 19
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3................................... 31
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4................................... 43
1. Aim of the Summative Assessment for the term
Summative assessment is aimed to assess learners’ success in terms of the learning objectives achievement and reveal their level of knowledge and skills acquired during the term within the framework of updating the secondary education content.
Specification describes the content and procedure for the delivery of the Summative Assessment for the term in “English” in Grade 7.
2. The document defining the content of the Summative Assessment for the term
Subject Programme for “English” (within the framework of updating the content of secondary education) for Grades 5-9 of basic secondary education.
3. Expected outcomes on the subject “English”, Grade 7 Content
A learner develops skills needed for success in a range of academic subjects such as using speaking and listening skills to solve problems, organising information clearly for others and developing intercultural awareness through reading and discussion.
Listening:
A learner understands the main ideas of texts on curricular topics; identifies essential facts distinguishing them from non-essential; understands details within the framework of familiar topics; formulates complex questions based on listening material in order to obtain additional information; deduces the meaning of listening material using context clues; identifies specific information within the framework of familiar topics; recognizes inconsistencies in arguments within the framework of familiar topics.
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Speaking:
A learner conveys the main ideas of a text within the framework of familiar topics logically organizing events; uses the formal and informal registers; presents information within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts within the framework of familiar topics; asks simple and complex questions to obtain specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.
Reading:
A learner identifies the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; uses a range of information sources (reference materials, dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates information from different texts.
Writing:
A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and proofreads texts within the framework of familiar topics; makes notes based on a text according to a communicative task; describes real and/or imagined events of the past, present, and future using the knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within the framework of familiar topics; correctly uses punctuation in a text within the framework of familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.
Use of English
A learner expresses him/herself using a good lexical range and variety of language with a generally high degree of accuracy. A learner develops ability to use a range of past, present and future forms and a wider range of modals.
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4. Level of thinking skills on the subject “English”, Grade 7
| Strand | Level of thinking skills | Description | Recommended type of question |
| Listening | Knowledge and comprehension | Understand the main ideas of talk on curricular topics; understands details of an argument in a talk within the framework of familiar topics; identify specific information in a talk within the framework of familiar topics; understands narratives on general and curricular topics; recognize speaker’s opinion in extended talk; | Questions with multiple choice answers. Questions that require short answer. Questions that require an extended answer. |
| Higher order thinking skills | deduce the meaning of listening material using context clues; | ||
| Speaking | Application | use the formal and informal registers in a talk; use subject specific vocabulary and syntax; | Questions that require short answers. Questions that require an extended answer. |
| Higher order thinking skills | ask complex questions to obtain specific information; convey the main ideas of a text within the framework of familiar topics logically organizing events; present information within the framework of familiar topics; interact with peers (in a pair, group) to fulfill learning tasks; compare and contrast texts within the framework of familiar topics; express and opinion providing arguments; | ||
| Reading | Knowledge and comprehension | identify the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; recognize specific information and detail argument in a text and a range of styles and genres within the framework of familiar topics; identify the attitude and opinion of the author in a text; read fiction and non-fiction texts; | Questions with multiple choice answers. Questions that require short answers. Questions that require an extended answer. |
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| Application | use a range of information sources (reference materials, dictionaries, the Internet); |
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| Higher order thinking skills | deduce the meaning from context in short texts; | ||||
| Writing | Application | link and coordinate sentences and paragraphs in a text within the framework of familiar topics; correctly use punctuation in a text within the framework of familiar topics; spell high frequency words accurately; use accurately grammatical structures; | Questions that require short answers. Questions that require an extended answer. | ||
| Higher order thinking skills | plan, write, edit and proofread texts within the framework of familiar topics; describe real and/or imagined events of the past, present, and future using the knowledge of topics studied before; create texts of a range of styles and genres using appropriate rules and layout; provide arguments: examples and reasons in a writing paper. |
5. Administration rules
During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.
At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.
Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional resources that can help them, for example, dictionaries (excluding the cases when it is allowed in specification).
Recommend learners to cross the wrong answers instead of using an eraser.
During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.
Always tell the learners that they have 5 minutes left before the end of the Summative Assessment.
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Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.
6. Moderation and marking
All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1
Review of summative assessment for term 1
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