Rubrics for providing information to parents on the results of Summative Assessment for
Methodological recommendations
For Summative Assessment
English
Grade 6
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Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “English language” for the Grade 6 learners. Methodological recommendations are aligned with the Subject Programme and Course plan. Summative Assessment in Grade 6 is conducted in Terms 1, 2, 3 and 4.
Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit/cross curricular unit. Also this document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.
Methodological recommendations are designed for secondary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in criteria-based assessment and others.
Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio materials, etc. have been used in designing these Methodological recommendations.
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Contents
TERM 1................................................................................................................................................. 4
Summative assessment for the unit «Our Class».................................................................................... 4
Summative assessment for the unit “Helping and heroes”...................................................................... 7
TERM 2................................................................................................................................................. 9
Summative assessment for the unit “Our countryside”........................................................................... 9
Summative assessment for the unit “Drama and Comedy”.................................................................. 13
TERM 3............................................................................................................................................... 16
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Summative assessment for the unit “Our Health”................................................................................. 16
Summative assessment for the unit “Holidays and Travel”.................................................................. 20
TERM 4............................................................................................................................................... 23
Summative assessment for the unit “Our Neighbourhood”.................................................................. 23
Summative assessment for the unit “Transport”................................................................................... 26
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TERM 1
Summative assessment for the unit «Our Class»
Learning objectives 6.2.2.1 (6.L2) Understand more complex supported questions which ask
for personal information
6.3.2.1 (6.S2) Ask simple questions to get information about a growing
range of general topics
Assessment criteria Level of thinking skills
· Identify complex personal questions with support
· Make up simple interrogative sentences to get information about
the topic and ask questions
Knowledge and comprehension
Application
Duration
20 minutes
Listening
Task 1. Listen what Joshua tells about his school in Japan. Choose the correct answer.Go to this link to listen: http://www.esl-lab.com/elem/elemrd1.html
Transcript can be found after the rubrics.
1. Which item did Joshua NOT take to school?
A) Backpack
B) Gym clothes
C) School hat
2. What is one of the first things Joshua does when he comes to school?
A) He stands and bows to the teacher.
B) He practices his reading and writing.
C) He puts on his gym clothes for class.
3. Where does Joshua eat lunch at school?
A) In his classroom
B) In the lunchroom
C) In the gymnasium
4. What time does Joshua get home from school?
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A) at 1:00 PM and at 2:00 PM
B) at 2:00 PM and at 3:00 PM
C) at 3:00 PM and at 4:00 PM
Speaking
Task 2. Work in pairs.Read the examples and possible answers. Then make up your own 3questions about your class or school and ask your partner. Swap the roles.
Example:
1. What subject’s homework do you like? Why?
2. What are good and bad things about your school? Explain your answer.
3. What do you enjoy doing at school and what do you dislike doing? Explain your
answer.
Possible answers:
1. I prefer doing homework in Biology because it is always interesting for me.
2. Good thing in my school is that on Saturday we always have clubs and lessons on Music and Art
3. I enjoy staying with my friends and I dislike doing difficult problems in Math.
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| Assessment criteria | Task | Descriptor | Mark | |
| A learner | ||||
| Identify complex | 1.chooses C ‘school hat’; | 1 | ||
| personal questions with | 1 | 2. chooses A ‘He stands and bows to the teacher.’; | 1 | |
| support. | 3.chooses A ‘in his classroom’; | 1 | ||
| 4. chooses B ‘at 2:00 PM and at 3:00 PM’; | 1 | |||
| Make up simple | asks 3 grammatically correct questions; | 1 | ||
| interrogative sentences | ||||
| answers 3 questions properly; | 1 | |||
| to get information about | 2 | |||
| uses topic related vocabulary accurately; | 1 | |||
| the topic and ask | ||||
| pronounces words and phrases clearly. | 1 | |||
| questions. | ||||
| Total marks | 8 |
Rubrics for providing information to parents on the results of Summative Assessment for
the unit “Our Class”
Learner’s name______________________________________________
| Assessment | Level of learning achievements
| ||||||||||||||
| criteria | Low | Middle | High | ||||||||||||
| Identify complex | Experiences | Experiences some | Correctly identifies | ||||||||||||
| personal questions | difficulties in | difficulties in | personal questions. | ||||||||||||
| with support. | identifying personal | identifying personal | Answers most of the | ||||||||||||
| questions. Answers | questions. Makes | questions correctly. | |||||||||||||
| most of the | mistakes in answers: | ||||||||||||||
| questions | school hat/He stands | ||||||||||||||
| incorrectly. | and bows to the | ||||||||||||||
| teacher./in his | |||||||||||||||
| classroom/ at 2:00 PM | |||||||||||||||
| and at 3:00PM. | |||||||||||||||
| Make up simple | Experiences | Experiences some | Confidently | ||||||||||||
| interrogative | difficulties in | difficulties in interaction | communicates with a | ||||||||||||
| sentences to get | interaction, in | / asking questions/ | partner, asks | ||||||||||||
| information about | asking and | answering the questions/ | grammatically correct
| ||||||||||||
| the topic and ask | answering the | using proper topical | questions. Answers most | ||||||||||||
| questions. | questions. | vocabulary in his or her | of the questions | ||||||||||||
| Pronounces most of | speech/ pronouncing | appropriately. Speaks | |||||||||||||
| the words | some words and phrases | with clear pronunciation | |||||||||||||
| inaccurately with | clearly. | of words. | |||||||||||||
| use of topical | |||||||||||||||
| vocabulary. Has | |||||||||||||||
| many pronunciation | |||||||||||||||
| errors. | |||||||||||||||
Transcript for listening task.
Randall: Now what kinds of things do you take to school?
Joshua: I take my taisofuku, that is gym clothes, and I take my backpack and my books [ Oh, okay. ] and stuff like that.
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Randall: Okay and what is the first thing you do when you get to school?
Joshua: We do "kiritsu, rei."
Randall: "Kiritsu" and "rei." Now what are those?
Joshua: It means "stand up, bow."
Randall: Stand up and bow.
Joshua: Uh-huh.
Randall: And what do you study at school?
Joshua: We study kokugo, that is writing and reading and stuff like that [ Okay ], and sansu, that's math. [ Okay. ]. And, let's see . . . , we do gym too.
Randall: Okay, and where do you eat lunch? Do you have a lunchroom or cafeteria?
Joshua: No, we eat in our classroom.
Randall: You eat in your classroom! [ Yeah. ]. Oh, wow. That is very interesting. Now what time do you come home from school?
Joshua: We come home sometimes at 3:00 and sometimes at 2:00.
Randall: Okay, well thank you very much Joshua.
Joshua: You're welcome.
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Summative assessment for the unit “Helping and heroes”
Learning objectives
6.4.6.1 (6.R6) Recognise the attitude or opinion of the writer in short
texts on a growing range of general and curricular topics
6.5.3.1 (6.W3) Write with some support about personal feelings and
opinion on a limited range of familiar general and curricular topics
6.5.8.1 (6.W8) Spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
Assessment criteria
· Identify the author’s attitude and viewpoint in short texts
· Express personal feelings and opinion in written form with
little support
· Write high-frequency topic related words accurately
Level of thinking skills
Application
Higher order thinking skills
Duration
20 minutes
Reading
Task 1. Read the text and complete the tasks below.
Greg likes to help his mom make cookies. Chocolate chip cookies are his favourite. His mom likes them too.
He adds the chocolate chips to the batter. Then he stirs them in. He forms the batter into balls and places them on a baking sheet. His mom places the baking sheet into the oven.
When the cookies are in the oven, Greg licks the last bits of batter from the bowl. He can hardly wait for the cookies to be ready.
In 30 minutes the cookies are finished baking. The cookies are hot and yummy.
Answer the questions.
1. What kind of cookies are Greg’s favourite?
__________________________________________
2. What does he do when the chocolate chips are in the batter?
_____________________________________________
3. Where does he place the balls of batter?
____________________________________________
Choose the correct answer.
4. What is the best name for this text A) Cookie Dough B) Making Cookies
Writing
Task 2. Write about your Sunday household chores.
Follow the steps for writing:
ь Write one sentence about Sunday.
ь Write what household chores you can do at home to help your parents or elderly people.
ь Write about your feelings after help.
ь Explain why it is important to help people.
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| Assessment criteria | Task | Descriptor | Mark | |||
| A learner | ||||||
| Identify | the | author’s | 1.writes ‘chocolate chip cookies’; | 1 | ||
| attitude | and viewpoint in | 1 | 2.writes ‘he stirs them’; | 1 | ||
| short texts. | 3.writes ‘on a baking sheet’; | 1 | ||||
| 4.chooses B ‘Making cookies; | 1 | |||||
| Express | personal | feelings | writes introductory sentence about Sunday; | 1 | ||
| and opinions in | written | |||||
| writes names of household activities; | 1 | |||||
| form with little support. | ||||||
| expresses personal feelings and opinions on topic; | 1 | |||||
| Write | high-frequency | 2 | ||||
| writes about the importance to help people. | 1 | |||||
| topic | related | words | ||||
| accurately. | spells the topical vocabulary accurately. | 1 | ||||
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| Total marks | 9 | |||||
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