Level of thinking skills on the subject “English language”, Grade 8

Specification of Summative Assessment

For term

“English language”

Grade 8

CONTENTS

1. Aim of the Summative Assessment for the term............................................................................................ 4

2. The document defining the content of the Summative Assessment for the term.......................... 4

3. Expected outcomes on the subject “English language”, Grade 8........................................................... 4

4. Level of thinking skills on the subject “English language”, Grade 8.................................................... 5

5. Administration rules...................................................................................................................................................... 8

6. Moderation and marking............................................................................................................................................. 8

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1........................................... 9

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2......................................... 22

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3......................................... 35

SPECIFICATION OF SUMMATIVE ASSESSMMENT FOR TERM 4.................................... 49

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 langauge” in Grade 8.

The document defining the content of the Summative Assessment for the term

The Subject Programme for "English language" for 5-9 grades of secondary education on the updated content.

3. Expected outcomes on the subject “English language”, Grade 8 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, respecting differing points of view and using feedback for setting personal learning objectives.

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; recognizes the opinion of the speaker with little or no support in extended talk within the framework of familiar topics

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; uses appropriate subject-specific vocabulary and syntax to talk about some general and curricular topics.

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; recognizes inconsistencies in argument in short, simple texts on a range of general and curricular topics.

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 imaginary 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; develops with support coherent arguments supported when necessary by examples and reasons on a limited range of general and curricular topics.

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 modal verbs; uses some complex grammar structures such as conjunctions to explain reasons and first conditional and relative clauses on a wide range of familiar topics.

Level of thinking skills on the subject “English language”, Grade 8

Strand

Level of

Description

Recommended

thinking skills

type of

question

Listening

Knowledge

Identify with little or no support the main

Questions with

and

points of texts;

multiple choice

comprehension

recognise most specific information;

answers.

identify with little or no support most of

Questions that

the details of an argument in extended talk;

require short

identify specific information within the

answer.

framework of familiar topics;

Questions that

understand extended narratives on a wide

require an

range of topics;

extended

answer.

Higher

order

identfiy most of the implied meaning in

thinking skills

extended talk on a range of general and

curricular topics;

deduce the meaning of listening material

with little or no support in extended talk using

context clues;

recognize speaker’s opinion with little or

no support in extended talk;

recognise typical features at word,

sentence and text level of a growing range of

spoken genres;

Speaking

Application

use formal and informal registers in their

Questions that

talk;

require short

use

appropriate

subject-specific

answer.

vocabulary and syntax to talk about a wide

Questions that

increased range of general and curricular

require an

topics;

extended

answer.

Higher

order

ask more complex questions to get

thinking skills

information;

recount extended stories and events;

explain and justify own point of view;

link comments with some flexibility to

what others say at sentences or discourse level

in pair, group and whole class exchanges;

interact with peers to negotiate, agree and

organise

priorities and plans

for completing

		classroom tasks;
		respond with some flexibility at both
		sentence and discourse level to unexpected
		comments;
		give an opinion at discourse level.
Reading	Knowledge	Identify the main ideas of texts;				Questions with
	and	recognize specific information and details;				multiple choice
	comprehension	identify the detail of an argument in				answers.
		extended texts on a range of unfamiliar				Questions that
		general and curricular topics;				require short
		recognise typical features at word,				answer.
		sentence and text level in a wide range of				Questions that
		written genres;		read a growing range of		require an
		extended fiction and non-fiction texts;				extended
						answer.
	Application	use familiar and some unfamiliar paper				answer.
		and digital reference resources to check
		meaning and extend understanding;
	Higher order	recognise typical features at word,
	thinking skills	sentence and text level;
		recognize inconsistencies in argument in
		short texts on a range of general and
		curricular topics;
		recognise the attitude and opinion of the
		writer in extended texts;
		deduce the meaning from context in short
		texts and some extended texts.
Writing	Application	Write	with	moderate	grammatical	Questions that
		accuracy on a wide range of familiar general				require short
		and curricular topics;				answer.
		link and coordinate sentences and				Questions that
		paragraphs in a coherent text using a variety				require an
		of basic connectors on a growing range of				extended
		familiar general and some curricular topics;				answer.
		correctly use punctuation in a text on a
		growing range of general and curricular
		topics;
		write with minimal or no support style and
		register appropriate to a growing variety of
		written genres on general and curricular
		topics;
		use with some support style and register
		appropriate to a limited variety of written
		genres on general and curricular topics;
		use with minimal support			appropriate
		layout at text level;
		spell most high-frequency vocabulary
		accurately;
		use grammatical structures accurately on a
		growing range of familiar topics;
		use punctuation marks accurately at text
		level;

	Higher order		plan, write, edit and proofread texts with
	thinking skills	little or no support;
			develop with support coherent arguments
		supported when necessary by examples and
		reasons for a growing range of written genres;
			describe with minimal support about real
		and imaginary events, activities and
		experiences of the past.
Use of	Application		Use:				Questions with
English			some	abstract nouns and complex noun			multiple choice
		phrases;					answers.
			a growing variety of quantifiers for				Questions that
		countable and uncountable nouns including					require short
		several, plenty, a large/small number/amount;					answer.
			a growing variety of compound adjectives				Questions that
		and adjectives as participles and some					require an
		comparative structures including not as…as,					extended
		much …than to indicate degree;					answer.
			an increased variety of determiners
		including all, half, both [of] in pre-determiner
		function;
			questions which include a variety of
		different tense and modal forms on a range of
		familiar general and curricular topics;
			a variety of pronouns including indefinite
		pronouns anybody, anyone, anything and
		quantitative pronouns			everyone,	everything,
		none, more, less, a few;
			a variety of simple perfect forms to
		express recent, indefinite and unfinished past
			a growing variety of future forms
		including present continuous and present
		simple with future meaning
			appropriately a variety of active and
		passive simple present and past forms and
		past perfect simple forms in narrative and
		reported speech
			present continuous forms for present and
		future meaning and past continuous, including
		some passive forms. Some reported speech
		forms for statements, questions and
		commands: say, ask, tell including reported
		requests;
			comparative degree adverb structures not
		as quickly as / far less quickly with regular
		and irregular adverbs
			an increased variety of pre-verbal, post-
		verbal and end-position;
			a growing variety of modal forms for
		different functions:			obligation,	necessity,
		possibility, permission, requests, suggestions,
		prohibition;

some prepositions before nouns and

adjectives; prepositions as, like to indicate

manner; dependent prepositions following

adjectives;

infinitive forms after a limited number of

verbs and adjectives; gerund forms after a

limited variety of verbs and prepositions;

some prepositional verbs and begin to use

common phrasal verbs;

a growing variety of conjunctions

including since, as to explain reasons and the

structures so ... that, such a ... that in giving

explanations. If / unless/ if only in second

conditional clauses and wish [that] clauses

[present reference]; a growing variety of

relative clauses including why clauses.

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.

If learners finish listening (reading) section earlier than 10 minutes they can feel free to come to next section.

Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.

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.

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