Marking Scheme for Grade 3 Academic Year 2015/2016 90 ... · PDF file- 5 missing letters in words for given pictures. (3 vowels and 2 consonants) (5 X 1) ... Task 1: Choose A, B or

1

Marking Scheme for Grade 3

Academic Year 2015/2016

One session test – 90 minutes

Content Points

I. Reading 30

1 Text (Descriptive/Narrative 50 - 75 words, FKGL 1-2)

Read the following text and answer the questions below.

A. Mark the following sentences (√) or (X). - 5 T/F items. (5 X 3)

15

B. Circle the most suitable answer a, b or c. - 5 SR items - simple factual details. (3 options) (5 X 3)

15

II. Vocabulary 20

A. Circle the word(s) a, b or c that best complete(s) the sentences. - 5 SR items. (3 options) (5 X 2)

10

B. Match the words in (A) with the pictures in (B). OR

B. Fill in the blanks with words from the list. - 5 items. (5 X 2)

10

III. Grammar 20

Circle the correct answer from a, b or c. - 10 SR items. (3 options) (10 X 2)

20

IV. Writing 30

A. Fill in the missing letters.

- 5 missing letters in words for given pictures. (3 vowels and 2 consonants) (5 X 1)

5

B. Write the following sentence in neat handwriting. 3

C. Complete the following table/ chart / …

- 5 missing items. (5 X 2)

10

D. Answer the following questions in full sentences.

- 3 varied and thematically-related wh-questions. (3 X 4)

12

Full Mark 100

2

End of Term 3 – Test Specifications

Grade: 4 Domain: Reading

Strand: Comprehension Skills EIL Standard: G4.3.4.1

Standard/SLO(s):

G4.3.4.1.2: Demonstrate understanding of the main idea and details of the text; explain the

text referring to explicitly stated or inferred information.

Question Type:

Task 1: 3-item MCQs

Task 2: 3-item MCQs

Depth of Knowledge: 2

Number of questions:

Task 1: 5

Task 2: 5

Marks:

Task 1: 15 marks

Task 2: 15 marks

Features of the Task

Skill Focus: Demonstrating understanding of short simple narratives and/or factual texts

Task description:

Task 1: Students will read a short narrative text and demonstrate their understanding by answering

five multiple-choice questions.

Task 2:

Students will read a short narrative or factual text and demonstrate their understanding by

answering five multiple-choice questions.

Instructions to candidates:

Task 1:

(Before the text) Read the text and answer the questions.

(After the text) Circle the correct answer.

Task 2:


(After the text) Circle the correct answer.

Features of the Input Text

Number of the reading texts: 2 Word count: 180-200

Text type:

Task 1: Narrative

Task 2: Narrative / factual text

Readability: Flesch-Kincaid 2-3

Field of application: Familiar Nature of information: Concrete

3



Strand: Vocabulary and Lexis EIL Standard: G4.3.4.1

SLO(s):

G4.3.4.1.1: Build an increasing number of words and phrases through conversations, reading,

or being read to; understand them when used by others, and produce these words themselves

Question Type:

Task 1: 3-item MC

Task 2: Cloze

Depth of Knowledge:

Task 1: 1

Task 2: 2

Number of questions: 10 (5 per task) Marks: 20 (10 per task)


Skill Focus: Demonstrating knowledge of vocabulary (Bridge to Success, Units 1-4)

Task description:

Task 1:

Students will match five vocabulary items to 3 definitions and 2 pictures. One extra

definition and one extra picture should be provided as distractors.

Task 2:

Students fill in five gaps in a cloze with correct words from a word bank of seven. Two of

the words in the word bank are extra.


Task 1:

Match each word to a meaning / picture. 1 meaning and 1 picture are extra.

Task 2:

Fill in the gaps with the words in the box. 2 of the words are extra.


Word count:

Task 1: Approximately 40 words


Field of application: Familiar

4


Grade: 4 Domain: Writing

Strand: Grammar and Usage EIL Standard: G4.4.3.1

Standard/SLO(s): G6.4.3.1

Demonstrate command of English grammar and usage (exponents below).

Question Type:

Task 1: 3-item MC

Task 2: Gap-fill (paragraph)

Depth of Knowledge:

Task 1: 1

Task 2: 2


Task 1: 5 - Task 2: 5

Marks:

Task 1: 10 - Task 2: 10


Skill Focus: Syntax and word usage

Grammatical exponents: (some of the items below)

Trimester II Trimester II

Adverbs of frequency (usually and always) Comparative adjectives

Go vs. play when used with sports short and long adjectives

3rd

person “s” and “es” ending in “e” / “y”

Verb + gerund (like trekking) doubling final letter

Verb + infinitive (hope to hear) Superlative adjectives

Relative pronouns (who, where, that) Order of adjectives (size, shape, colour)

Imperatives (as used in instructions) Nouns, verbs, adjectives

Sequencing words (after, the next day, at last) Modal verbs of probability

Past simple (regular/irregular) Question tags (with be, have and do)

Imperatives (As used in instructions) Present perfect simple

Task description:

Task 1:

Test takers read 5 stems, each followed by three options (A, B, or C). They circle the option

which completes the stem correctly. For example,

Ahmed _____ to school by bus.

A. go B. to go C. goes

Task 2:

Students will read a passage with 5 gaps each followed by two words in brackets. Students

choose which word can fill in the gap correctly.

Example:

My brother and I went to Mamzar Park last week. First, we went ____________

(swim/swimming). After that, we went to the play area ___________ (which / where)

children were playing. We usually __________ (go / play) football. Some children play

tennis there, but I have never _________ (played / playing) tennis. I don‟t like it. I think

football is the _________ (good / best) sport in the world.


Task 1: Choose A, B or C to complete the sentences correctly.

Task 2: Fill in each gap with one of the words in brackets.


Word count: Field of application:

Task 1: Approximately 60 words Task 2: Approximately 60 words Familiar

5



Strand: Writing genres, syntax, conventions EIL Standard: G4.4.2.1

SLO(s):

G4.4.2.1.1: Produce simple but clear and coherent written texts of four or more complete,

simple sentences ….

G4.4.2.1.2: Recount short narratives based on events from stories or familiar experiences;

…..organize ideas into a beginning, middle, and ending

Question Type: Task 1: CR (paragraph level)

Task 2: CR (paragraph level) Depth of Knowledge: 2

Number of questions: 2 Marks: Task 1: 15 - Task 2: 15


Skill Focus:

Writing cohesive texts to narrate a story or

present information

Text Type:

Task 1: Narrative

Task 2: Informational

Task description:

Task 1: Students will write a narrative with

a setting (where, when & who),

a complication (what went wrong) and

a resolution (how the problem was solved)

about a familiar topic (encountered in the textbook) in response to a prompt and some

questions.

Task 2: Students will write a paragraph giving information about a familiar topic

(encountered in the textbook) in response to a prompt and some questions.


Task 1: Write a story about [topic].

o Question 1

o Question 2

o Question 3

o Question 4

Task 2: Read the questions and write about [topic].

o Questions 1

o Questions 2

o Questions 3

o Questions 4


Description:

Task 1: A prompt and four questions that elicit a narrative paragraph about a familiar topic.

Task 2: A prompt and four questions that elicit an informational paragraph about a familiar

topic.

Length of the input text: Task 1: 20 / Task 2: 20 words Field of application: Familiar

Features of the Response

Description:

Task 1: A narrative paragraph in response to the given prompt and questions.

Task 2: An informational paragraph in response to the given prompt and questions.

Length of the response:

Task 1: 40 words or more - Task 2: 40 words or more Rating scale: Rubric below

6

Task 1 & 2 Rubric

Task Achievement

(6)

Coherence and

cohesion (3)

Lexical range

(3)

Grammatical range and

accuracy (3)

A narrative or

informational paragraph

that fully addresses the

given prompts and

questions (6)

Very well-organized

text; cohesive devices

have been used

accurately. (3)

Good range and choice of

vocabulary (3)

There are only a few

grammatical and

punctuation errors. (3)

A narrative or


that partially responds to

the given prompts and

questions (4-5)

Well-organized text;

cohesive devices have

been used accurately

most of the times. (2)

An acceptable range of

vocabulary with very few

errors in choice (2)

Grammatical and

punctuation errors are

noticeable. (2)

A narrative or


that barely addresses the

given prompts and

questions (2-3)

Rather well-organized

text; a few cohesive

devices have been used

accurately. (1)

Minimally acceptable use

of vocabulary (1)

Grammatical and


frequent, but they do not

impede comprehension.

(1)

A narrative or


that is totally irrelevant

(1)

Not well-organized;

The use of cohesive

devices is limited,

repetitive and / or

inaccurate. (0.5)

Very limited use of

vocabulary / or totally

irrelevant vocabulary (0.5)

There are too many

grammatical and

punctuation errors making

it difficult to understand

the text. (0.5)

No text to rate (0) No text to rate (0) No text to rate (0) No text to rate (0)

Total=

7



One session exam – One and a half Hours

Content Points

I. Reading 30

1 Text (Descriptive/ Narrative 100 - 150 words, FKGL 3-4)


A. Mark the following sentences (√) or (X).

- 5 T/F items. (5 X 3)

15

B. Circle the most suitable answer a, b or c. (5 X 3) - 5 SR items. (3 options):

2 simple factual details.

1 lexical item: synonym, antonym.

1 Reference.

1 main idea (Text level).

15

II. Vocabulary 20


10

B. Fill in the blanks with words from the list. OR

B. Classify the following words under the appropriate heading.

- 5 items. (5 X 2)

10

III. Grammar 20

A. Circle the correct answer a, b or c. -10 SR items. (3 options) (5 X 2)

10

B. Correct the words between brackets. (5 X 2)

- 5 items (only root forms).

10

IV. Writing 30


- 5 missing letters in meaningful sentences. (3 vowels and 2 consonants) (5 X 1)

5

B. Complete the following chart/puzzle/table.


6

C. Write THREE meaningful sentences about ….

- 3 varied and thematically-related sentences. (3 X 3)

e.g. your TV program. Name of program/how often you see it / why you like it.

9

D. Write a paragraph of about 40 - 50 words, using the guide words /

phrases provided.

10

Full Mark 100

8



One Session Exam – One & a half hours

Content Points

I. Reading 30

1 Text (Descriptive/ Narrative 150 - 200 words, FKGL 4-5)


A. Mark the following sentences (√) or (X).

- 5 T/F items. (5 X 3)

15

B. Circle the most suitable answer a, b or c. (5 X 3) - 5 SR items. (3 options):

2 Simple factual details.

1 lexical item: synonym, antonym.

1 Reference.

1 main idea.

15

II. Vocabulary 20


10



- 5 items. (5 X 2)

10

III. Grammar 20

A. Circle the correct answer from a, b or c. - 5 SR items. (3 options) (5 X 2)

10

B. Correct the words between brackets. - 5 items. (only root forms) (5 X 2)

10

IV. Writing 30



5

B. Complete the following chart/puzzle/table.


6

C. Write THREE meaningful sentences about ….


e.g. your TV program. Name of program/how often you see it / why you like it.

9

D. Write a paragraph of about 50 - 70 words using the guide words /

phrases provided.

10

Full Mark 100

9



Strand: Comprehension Skills EIL Standard: G7.3.1.1

SLO(s):

G7.3.1.1.1: Read a variety of genres (e.g., … information texts, …), in print … format, within

a range of complexity appropriate for grade 7; students interact with the text proficiently and

independently using active reading strategies (e.g., skimming, scanning, discerning the overall

message, …)

Question Type:

Task 1: Gap-fill

Task 2: MC

Depth of Knowledge: 2


Task 1: 5

Task 2: 5

Marks:

Task 1: 15 (3 marks/question)

Task 2: 15 (3 marks/question)

Time: 30min


Skill Focus:

Use context and visual cues to comprehend the main idea and some details in simple

informational or descriptive texts.

Task description:

Task 1:

Students will read an informational or descriptive illustrated text and demonstrate their

comprehension by filling in five gaps.

Task 2:

Students will read an informational text and demonstrate comprehension by answering 5

multiple-choice questions.


Task 1:

Fill in the gaps with information from the text.

Task 2:


(After the text) Choose A, B or C to answer the questions.


Number of the reading texts: 2

Word count:

Task 2: 200-220

Task 1: 200-220

Text type:

Task 1: Information or description text

Task2: Information text

Readability: Flesch-Kincaid 5 - 6

Field of application: Familiar Nature of information: Concrete

10



Strand: Vocabulary and Lexis EIL Standard: G7.3.4.1

Standards/ SLO(s):

G7.3.4.1.4

Clarify word meanings through the use of definition, example, restatement, or contrast

G7.3.4.15

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),

both in print and digital, to find the pronunciation of a word or determine or clarify its precise

meaning or its part of speech

Question Type:

Task 1: 3-item MC

Task 2: Cloze

Depth of Knowledge:

Task 1: 1

Task 2: 2

Number of questions: 10 (5 per task) Marks: 20 (10 per task)


Skill Focus:

Demonstrating knowledge of vocabulary (3 items from Tri 2 and 7 items from Tri 3)

Task description:

Task 1:

Students will match five vocabulary items to 3 definitions and 2 pictures. One extra definition

and one extra picture should be provided as distractors.

Task 2:

Students fill in five gaps in a cloze with correct words from a word bank of seven. Two of the

words in the word bank are extra.


Task 1:

Match each word to a meaning / picture. 1 meaning and 1 picture are extra.

Task 2:

Fill in the gaps with the words in the box. 2 of the words are extra.


Word count:




Word-list

Trimester II (Select 3 words)

Unit1: cheek, congratulations, custom, famous, formal, gift, greeting, hands, happy, head,

history, holiday, hug, kiss, later, meeting, nod, receive, right, shake, situation, sleep, social,

thing, tip, wave, weekend, welcome

11

Unit 2: admire, amazed, ancestor, aunt, birth, blog, body, born, confused, connected, cousin,

cross, date, difficult, enjoy, grandparent, great-grandparent, homework, hour, human,

humorous, identity, important, impression, intone, magazine, march, nervous, parent, peculiar,

people, personal, profile, quality, relative, remarkable, report, serious, snort, soldier, steadily,

strange, subject, surprised, survey, term, tone, tour guide, twins, twitch, uncle, unusual, urge,

website, young

Unit 3: advert, backpack, belt, button, clothes, clothing, comfortable, design, different,

earrings, fashion, ice, information, jewellery, make-up, necklace, orange, presentation, product,

pyjamas, ring, sleeve, sugar, T-shirt, yoga, zip

Unit 4: activity, adventure, costume, country, email, fishing, hiking, jacket, message, outdoor,

planning, sailing, skiing, skill, sky diving, surfing, swimming, text, tight, trainers, travel, trip,

waterskiing,

Unit 5: bike, boat, cycle, cyclist, entry, helicopter, horse, light, limit, lorry, metro, motorbike,

one-way, parking, passenger, path, pilot, plane, railway, shelter, speed, speedboat, station,

steam, stop, street, system, tourist, traffic, train, tram, transport, van

Unit 6:around, beach, burst, car park, careless, change, cyclist, destination, dig, dream, fortune,

front, golf course, holiday, line, long-distance path, map, middle, mobile, money, newspaper,

outside, over, prison, radio, railway station, satellite, stranger, surround, symbol, transport

Trimester III (Select 7 words)

Unit 7: athlete, badly, bean, better, blood, brain, bread, breakfast, cabbage, cereal, chocolate,

energy, exercise, fruit, health, iron, junk food, large, long-distance, lunch, memory, oxygen,

plenty, potato, protein, rice, runner, several, small, snack, supper, vitamin, worse

Unit 8: animal, bird, breathe, calm, climate, dangerous, description, fur, hair, living, lung,

natural, personality, positive, quiet, shell, skin, trust

Unit 9: amazing, ancient, anybody, anything, better/best, brilliant, communication, compete,

disability, event, everybody, everything, exciting, fantastic, faster/fastest, further/furthest,

higher/highest, longer/longest, modern, natural world, nobody, nothing, prize, record, science,

sport, technology, worse/worst

Unit 10: add, architect, building, chef, chemist, circle, country, divide, engineer, farmer, fifth,

generous, half, island, lake, minus, mountain, mountain range, multiply, painter, part, per cent,

place, pleasure, plus, poverty, pyramid, quarter, rectangle, river, share, square, steal, subtract,

take away, thief, third, time, triangle, wealth, zero

Unit 11: airport, arrivals, blog, boat, café, camping, campsite, check-in, court, exchange,

customs, departures, exchange, holiday, hotel, ice, Internet point, island, journey, lift, medical

room, meeting point, passport control, pool, recently, safari park, sailing, sightseeing, skating,

sport, surf, swimming, tennis, tour, trip, watching, water, weekend, whale,

Unit 12: area, central, chance, cloudy, condition, connection, degree, drought, early-morning,

eco, engineering, flood, ground, icy, low, moisture, mostly, natural resource, network, news,

rain, rainy, reflect, shower, sky, snow, snowy, solar energy, solar panel, strong, sunny,

temperature, thunder, warmer, wet, wind, windy

Note: Vocabulary from deleted and optional pages shall not be included in the test.

12



Strand: Grammar and Usage EIL Standard: G7.4.2.1

Standard/SLO(s): G6.4.2.1

Demonstrate command of English grammar and usage (exponents below).

Question Type:

Task 1: 3-item MC

Task 2: Gap-fill (paragraph)

Depth of Knowledge:

Task 1: 1

Task 2: 2


Task 1: 5

Task 2: 5

Marks:

Task 1: 10

Task 2: 10


Skill Focus: Syntax and word usage

Grammatical exponents:

Trimester II [3 questions]

Modals: should, can, could, may

Present perfect for situations

continuing up to now

‟s and s‟

Phrasal verbs, e.g. shop for, put on

Present passive, including modals

with passive e.g. it can be worn with

…

Present perfect with ever

Expressing the future

-ing forms as subjects, objects and

after prepositions

Past simple passive (with by)

Wish (that) + past simple

Prepositions to do with travel (on the

subway, get on/off

Comparative adjectives using much

… than and (not) as … as

Past continuous including passive

form

Trimester III [7 questions]

Quantifiers with countable and uncountable

nouns (a few, a little)

Adjectives and adverbs

Comparatives of adverbs

Positions of adverbs of frequency

so am I, so do I

Relative clauses with which as a subject

pronoun

Past perfect

Pronouns everyone, anyone, no-one,

everything, anything, nothing

Comparatives and superlatives of adverbs

Place names and buildings with and without

the

Part and percentages

Expressions of quantity followed by of

Compound nouns (water sports, day trip)

Verbs followed by the –ing form

Reported speech (statements and questions)

Present simple, active and passive (in scientific

writing)

Task description:

13

Task 1:

Test takers read 5 stems, each followed by three options (A, B, or C). They circle the option

which completes the stem correctly. For example,

We go to school _____ bus.

A. in B. on C. by

Task 2:

Students will read a passage with 5 gaps. They fill in each gap with the correct form of the

word in brackets.

Example:

Have you ever ___________ (think) about how inventions have changed our lives? When the

first airplane ______________ (invent), people could not imagine that one day airplanes

would be used in transportation. It was perhaps much ___________ (difficult) to imagine that

one day people would travel to the moon or Mars. But life has _______ (change) and it

___________ (continue) to change in the future in ways that we cannot imagine now.


Task 1:

Choose A, B or C to complete the sentences correctly.

Task 2:

Fill in each gap with the correct form of the word in brackets.


Word count:




14



Strand: Writing genres, syntax, conventions EIL Standard: G7.4.1.1.

SLO(s):

G7.4.1.1.1

Write texts of more than two paragraphs with simple compound and complex sentences, using

a range of subordinating conjunctions and cohesive devices such as connecting words and

phrases, and personal and impersonal pronouns

G7.4.1.1.7

Write information compositions on a variety of topics to describe or explain something,

introduce the topic, and organize complex ideas; develop the topic with well chosen, relevant,

and sufficient facts while using appropriate and varied transitions to create cohesion; provide a

conclusion that follows from and supports the information presented

Question Type: Task 1: CR (paragraph level)

Task 2: CR (paragraph level) Depth of Knowledge: 2

Number of questions: 2 Marks: Task 1: 15 Task 2: 15

Time: 30 minutes


Skill Focus:

Writing cohesive texts to describe or present information

Text Type: Task 1: Descriptive

Task 2: Informational

Task description:

Task 1: Students will write a descriptive paragraph about familiar items (encountered in the

textbook).

Task 2: Students will write a fact file giving information about a familiar topic (encountered

in the textbook) in response to a prompt and some questions.


Task 1: Read the questions and write about [topic]. Write 40 words or more.

o Questions 1

o Questions 2

o Questions 3

Task 2: Read the questions and write about [topic]. Write 40 words or more.

o Questions 1

o Questions 2

o Questions 3

o Questions 4


Description:

Task 1: A prompt and two/three questions that elicit a descriptive paragraph about a familiar

topic.

Task 2: A prompt and four questions that elicit an informational paragraph about a familiar

topic.

Length of the input text: Task 1: 10 / Task 2: 20 words Field of application: Familiar


Description:

Task 1: A descriptive paragraph in response to the given prompt and questions.

Task 2: An informational paragraph in response to the given prompt and questions.

Length of the response: Task 1 + Task 2: 40 words or more Rating scale: Rubric below

15

Task 1 & 2 Rubric

Task Achievement

(6)

Coherence and

cohesion (3)

Lexical range

(3)

Grammatical range and

accuracy (3)

A narrative or


that fully addresses the

given prompts and

questions (6)

Very well-organized

text; cohesive devices

have been used

accurately. (3)

Good range and choice of

vocabulary (3)

There are only a few

grammatical and

punctuation errors. (3)

A narrative or


that partially responds to

the given prompts and

questions (4-5)

Well-organized text;

cohesive devices have

been used accurately

most of the times. (2)

An acceptable range of

vocabulary with very few

errors in choice (2)

Grammatical and


noticeable. (2)

A narrative or


that barely addresses the

given prompts and

questions (2-3)

Rather well-organized

text; a few cohesive

devices have been used

accurately. (1)

Minimally acceptable use

of vocabulary (1)

Grammatical and


frequent, but they do not

impede comprehension.

(1)

A narrative or


that is totally irrelevant

(1)

Not well-organized;

The use of cohesive

devices is limited,

repetitive and / or

inaccurate. (0.5)

Very limited use of

vocabulary / or totally

irrelevant vocabulary (0.5)

There are too many

grammatical and

punctuation errors making

it difficult to understand

the text. (0.5)

No text to rate (0) No text to rate (0) No text to rate (0) No text to rate (0)

Total=

16



One session – One & a Half hours

Content Points

I. Reading 30

1 Text (Descriptive/ Narrative 250 – 300 words, FKGL 6-7)


A. Circle the most suitable answer a, b, c or d. (7 X 3)

- 7 SR items. (4 options):

1 main idea/whole text (gist).

1 specific information.

2 lexical items (underlined words in the passage).

1 reference.

2 detailed information.

21

B. Complete the following table/diagram/graph /timeline. - 3 items. (3 X 3)

9

II. Vocabulary 20

A. Circle the word(s) a, b, c or d that best complete(s) the sentences. - 5 SR items. (4 options) (5 X 2)

10



- 5 items. (5 X 2)

10

III. Grammar 20

A. Circle the correct answer from a, b, c or d. - 5 SR items. (4 options) (5 X 2)

10

B. Correct the words between brackets. - 5 items. (only root forms) OR

B. Reorder the jumbled words or phrases to make correct sentences.

- 5 items (Restricted to the book sentence patterns). (5 X 2)

10

IV. Writing 30



6

B. Write THREE meaningful sentences about ….


9

C. Write a paragraph of about 90 - 100 words using the guide words/ phrases

provided.

15

Full Mark 100

17

Marking Scheme for Grades 9


One session – One & a Half hours

Content Points

I. Reading 30

1 Text (Descriptive/ Narrative 300 – 350 words)


A. Circle the most suitable answer a, b, c or d. (7 X 3)

- 7 SR items. (4 options):

1 main idea/whole text (gist).

1 specific information.

2 lexical items (underlined words in the passage).

1 reference.

2 detailed information.

21

B. Complete the following table/diagram/graph /timeline. - 3 items. (3 X 3)

9

II. Vocabulary 20

A. Circle the word(s) a, b, c or d that best complete(s) the sentences. - 5 SR items. (4 options) (5 X 2)

10



- 5 items. (5 X 2)

10

III. Grammar 20

A. Circle the correct answer from a, b, c or d. - 5 SR items. (4 options) (5 X 2)

10

B. Correct the words between brackets. - 5 items. (only root forms) OR

B. Reorder the jumbled words or phrases to make correct sentences.

- 5 items (Restricted to the book sentence patterns). (5 X 2)

10

IV. Writing 30



6

B. Write THREE meaningful sentences about ….


9

C. Write a paragraph of about 100 - 125 words using the guide words/ phrases

provided.

15

Full Mark 100

18

Tri 3 – Final Test– Test Specifications


Strand: Comprehension skills - Structural

Organization - Vocabulary and Lexis

EIL Standard:

G10.3.1.1 - G10.3.2.1 - G10.3.2.1 - G10.3.4.1

SLO(s):

(G10.3.1.1.1) Read an informational text for the overall message and for specific details.

(G10.3.1.1.2) Read information from multiple print and digital sources to locate an answer to a

question; cite evidence of what a text says explicitly as well as inferences and interpretations

drawn from a text.

(G10.3.1.1.6) Identify the author‟s purpose; distinguish between fact and opinion with

reference to the text.

(G10.3.1.1.7) Read, understand and evaluate different types of argumentative text.

(G10.3.4.1.1) Identify the meaning of words and phrases using contextual cues.

(G10.3.4.1.2) Identify and correctly use patterns of word changes.

Question Type: MC, CR Depth of Knowledge: 2

Number of questions: 15 Marks: 30

Weight: 30 Time: 20 mins


Skill Focus:

G10.3.1.1.1 - overall message

G10.3.1.1.1 - Scanning for specific details

G10.3.1.1.2 - interpret, infer, cite textual evidence

G10.3.1.1.6 - author‟s purpose

G10.3.2.1.1 -use of cohesive devices, sequencing of ideas

G10.3.4.1.3 -Identify figurative use of words in a nonfiction text

G10.3.4.1.3 - Evaluate the effectiveness of specific word choice

G10.3.4.1.1 - identify the use of synonyms and antonyms

G10.3.4.1.2 - identify word roots, word formation and parts of speech

Task description:

Task 1: MCQ - Test Takers read one authentic text and select the correct answer from 4

options. (approximately 10 Qs)

Task 2: CR (Constructed Response) - Test Takers locate specific information from the text to

complete a table or a statement.(approximately 5 Qs) (Refer to short test 1 sample reading test)


Task 1: MCQ

(Above the reading text): Read the passage and answer the questions.

(Below the reading text): Choose A, B, C or D to answer the questions below.

Task 2: CR

Complete the table below with information from the text. Use no more than two words for each

answer. (Table completion) (and/or)

Complete the following questions with information from the text. Use no more than five words

(Statement completion or open-ended question requiring short response).

Response Format: Task 1: Circle the correct letter (A / B / C / D) on question paper

Task 2: Complete the gaps with words or a number


Number of the reading texts: 1 Word count: 350-400

Text type: Informational text or Compare and contrast Readability: Flesch-Kincaid 8-9

Content knowledge: Mostly Familiar Nature of information: Mostly concrete

19

Tri 3 – Final Test – Test Specifications

Grade: 10

Strand: Vocabulary & Lexis EIL Standard: G10.3.4.1

SLO(s):

G10.3.4.1.1:

Use context to determine the meaning of words and phrases; analyze nuances in the meaning

of words with similar denotations

G10.3.4.1.2: Identify and correctly use patterns of word changes (word-roots, word formation,

word families)

Question Type: MCQ Depth of Knowledge: 2

Number of questions: 10 Marks: 20

Weight: 20 Time: 10 min


Skill Focus:

Demonstrate the ability to determine the meaning of words in context.

Demonstrate the ability to analyze nuances in the meaning of words.

Lexical Exponents:

The test could include any of the following lexical items:

Food (describing food)

Prefixes

School and university subjects

School and university subjects (words connected with school and university)

Noun suffixes –er, -or, -ist, ian, -ee

Everyday inventions / operating technology

Prepositional phrases with adjectives

Sports (sports venues and equipment)

Art, theatre, music

Artists

Adjectives ending in –ing and –ed

Shops / shopping

Collocations with money

Task description:

1. Students choose the most suitable answer from a 4-option MCQ


1. Circle the most suitable answer from A, B , C or D

Response Format:

1. Circling the correct word from 4-option MC

20

Test: Grade 10 – Tri 3 – Final Test Component: Grammar and Usage

SLO: G10.4.2.1.1

Build on and continue applying language structures learned previously.


Skill focus

Grammatical structure and usage

Grammatical Exponents

The test could include any of the below grammatical structures:

▪ Present simple and present continuous for future

▪ Future continuous and future perfect

▪ Modal verbs of obligation, prohibition, advice, and permission

▪ First and second conditional

▪ The passive / have something done

▪ Defining / non-defining relative clauses

▪ Reported speech statements / questions / demands

▪ Interdeterminate pronouns: some , any-, no-, every-,

▪ So and such

▪ I wish and if only

▪ Modal verbs of speculation and deduction – present and past

▪ Third conditional

Task description

Task 1

Test takers read 5 MC questions and choose the correct answer from 4 options.

Task 2

Students rewrite 5 sentences following the instruction given for each (sentence transformation)

Instructions to candidates

Task 1

Circle the correct answer A, B, C, or D

Task 2

Rewrite the following sentences as required. Instruction given in brackets.

Response format

Task 1: MC - Task 2: CR

Items per task: 5 Weighting: 2 marks / question

Cognitive processing: using grammatical structures correctly


Cultural specificity Neutral and appropriate

Nature of information Mostly concrete

Presentation Written

21


Task 1 Component:

SLO(s): (G10.4.1.1.1) Write notes, emails, personal letters, and messages to convey

information getting across important points.


Skill focus:

● Writing a film review.

Task description:

● Write a review of a recent film.


Task 1: Look at the task. Write a review of the most recent film you have seen.

Representation of

Rubric: Written descriptors against a set of criteria

Response format: Continuous writing

Text type: Persuasive

Nature of task: Task 1: Functional Writing

Features of the Input / Prompt

Description

● Input / prompt should include a clear description of the writing task, the word-limit and

helpful ideas to write the review.

Length of categories: Appropriate length

Number of categories: One

Cultural specificity: Neutral and appropriate

Content knowledge: Real-life experiences

Nature of information: Mostly Concrete

Relevant domain Personal

Information targeted: Writing a film review using appropriate vocabulary and

expressions


Description:

- Suitable length

- Adequate information

- Appropriate language and expressions

- Appropriate grammatical structure

- Cohesive and coherent text

Length of response - Minimum 40-60 words

Lexis / grammar B1+

Rating scale for task Information (2) Vocabulary and expressions (2) Grammar and

conventions (1)

Weighting 10

22


Task 2 : Component:

● Writing a compare and contrast essay (unit 5) OR

● Writing a „for and against‟ essay (unit 6)

SLO(s): (G10.4.1.1.3) Write persuasive texts of more than three paragraphs, in a variety of

forms (e.g., short essays and letters) arguing for or against a particular point of view; produce

precise claims, supplying evidence for each while using effective transitions to create

cohesion; provide a conclusion that follows from and supports the argument presented


Skill focus:

● Writing a compare and contrast essay (unit 5) OR

● Writing a „for and against‟ essay (unit 6)

Task description:

● Write a „compare and contrast‟ essay OR a „For and Against‟ essay of more than 3

paragraphs


Task 2: Write a three-paragraph essay of 200- 250 words about (topic)

Your essay should include an introduction, 2-3 body paragraphs and a conclusion.

Representation of

Rubric: Written descriptors against a set of criteria

Response format: Continuous writing

Text type: Persuasive persuasive or compare & contrast

Function targeted: using cohesive devices, balancing and weighing the argument

Features of the Input / Prompt

Description

Input / prompt should include a clear description of the writing task, the word-limit and

guiding details about the topic.

Length of categories: An essay of more than three paragraphs (about 200 to 250 words)

Number of categories: One

Cultural specificity: Neutral and appropriate

Nature of information: Mostly Concrete

Relevant domain Social & Academic


Description:

an essay of three to four paragraphs with an introduction, two or three body paragraphs and a

conclusion.

Length of response 200-250 words

Lexis / grammar B1+

Rating scale for task Content (3) Organization (2) Vocabulary (2) Grammar (2) Mechanics

(1)

Weighting 20

Grade 11 End of Trimester English Exam Specification Table

Skill Content Qs. No. & Type Subskills Points % Difficulty level

Reading

2 Texts1

WC

(250 –

300)

30 Qs.

20 RC2. Qs:

2 SR3

1 SR

1 SR

2 SR

4 SR

1 SR

1 SR

1 SR

2 SR

6 CR4

10 Voc. Qs.:

4 SR

2 SR

2 SR

1 SR

1 SR

(RBT R., U., Ap., An. & E.) (DOK 1/2/3)

Main idea/ title/ purpose of text 1/text

Text type/ genre/ register; e.g. procedure/ recipe / etc.

Main idea/paragraph level

Specific information 1/text

Detailed information 2/text

Understanding textual organization / (Sequence)

Out of context (Untrue/True)

Writer‟s tone/ view

Inference 1/text

Stated information / Drawing conclusion/ Reflection/

Evaluation (Wh-questions / Complete / Fill in sents. /

table / chart) 3/text

Synonym 2/text

Antonym 1/text

Part of Speech 1/text

Root

Stem

30

X

2

=

06

30

X

%2

=

%06

Differs according

to items.

(60 % for average

Ss.,

20 % for Ss.

Below Average.,

10 % for Ss.

Above Average.,

10 % for Good

Ss.)

Writing

Sent.s

1 Essay

5 (2 Simple +

3 Compound/

Complex) Sent.

1 Essay

(Trimester

Genres)

(RBT Ap., An., E. & C.) (DOK 2/3)

Writing sentences using relevant content (2 pictures)

based on appropriate vocabulary and grammar.

Writing an essay of 170 words on a given prompt using

guide data, points or ideas relying on content, vocs.,

gram., organization and mechanics of writing.

5 X3 =

15

52

5X3

=15%

+

%52

=

%06

Sent.s are

attainable for all

levels.

Essay assesses

Ss‟ writing skill.

Exam Time: Reading (45 minutes) & Writing (45 minutes) = 90 minutes

1 Trimester Literary Genres 2 Reading Comprehension 3 Selected Response (Multiple Choice) 4 Constructed Response

Grade 12 End of Trimester English Exam Specification Table

Skill Content Qs. No. & Type Subskills Points % Difficulty level

Reading

2 Texts5

WC (250

– 300)

20 Qs.

14 RC6. Qs:

2 SR7

1 SR

1 SR

2 SR

2 SR

1 SR

1 SR

1 SR

3 CR8

6 Voc. Qs.:

2 SR

1 SR

2 SR

1 SR

(RBT R., U., Ap., An. & E.) (DOK 1/2/3)

Main idea/ title/ purpose of text 1/text

Text type/ genre/ register; e.g. procedure/ recipe / etc.

Main idea/paragraph level

Specific Information 1/text

Detailed Information 1/text

Understanding textual organization / (Sequence)

Writer‟s tone/ view

Inference

Stated information / Drawing conclusion/ Reflection/

Evaluation (Wh-questions / Complete / Fill in sents. /

table / chart) ONE text

Synonym 1/text

Antonym

Part of Speech 1/text

Root / Stem

56

X

3

=

06

56

X

%3

=

%06

Differs according

to items.

(60 % for average

Ss.,

20 % for Ss.

Below Average.,

10 % for Ss.

Above Average.,

10 % for Good

Ss.)

Writing

Sent.s

1 Essay

5 (2 Simple +

3 Compound/

Complex) Sent.

1 Essay

(Trimester

Genres)

(RBT Ap., An., E. & C.) (DOK 2/3)

Writing sentences using relevant content (2 pictures)

based on appropriate vocabulary and grammar.

Writing an essay of 200 words on a given prompt using

guide data, points or ideas relying on content, vocs.,

gram., organization and mechanics of writing.

5 X 3 =

15

52

5 X 3

=

15%

+

%52

=

%06

Sent.s are

attainable for all

levels.

Essay assesses Ss‟

writing skill.

Exam Time: Reading (45 minutes) & Writing (45 minutes) = 90 minutes

5 Trimester Literary Genres 6 Reading Comprehension

7 Selected Response (Multiple Choice)

8 Constructed Response

Documents

Marking Scheme for Grade 3 Academic Year 2015/2016 90 ... · PDF file- 5 missing letters in words for given pictures. (3 vowels and 2 consonants) (5 X 1) ... Task 1: Choose A, B or