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”, Grade 6 4

4. Level of thinking skills on the subject “English”, Grade 6 5

5. Administration rules 7

6. Moderation and marking 7

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 1 8

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2 21

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3 34

SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 4 48

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 6.

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

Subject Program for "English" (within the framework of updating the content of secondary education) secondary education (Grade 6)

3. Expected outcomes on the subject “English”, Grade 6 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.

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.

4. Level of thinking skills on the subject “English”, Grade 6

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 recourses that can help them, for example, dictionary, and calculator (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.

In case of finishing Listening section before than 10 minutes, feel free to come to Reading section.

Always tell the learners that they have 15 and 5 minutes left before the end of the Summative Assessment.

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

Duration of the summative assessment– 40 minutes

Listening – 10 minutes Reading – 10 minutes Writing – 20 minutes

Speaking task is conducted separately.

Total marks- 22

The structure of the summative assessment

This Summative Assessment consists of 12 questions: listening, reading, writing and speaking. Different types of tasks are used in the Summative Assessment for the term.

Multiple choice tasks consist of several possible answers from which the correct one should be selected.

Gap filling tasks is a task in which words/numbers are removed from a text and replaced with spaces. Learners have to fill each space with the missing word/number or a suitable word.

True/False tasks require learners to indicate whether the provided option right or wrong. Open-ended tasks require learners follow instructions of the task, answer questions in words,

expressions and sentences.

Tapescript for listening task can be found in CD3. And Transcript for listening task can be found after the mark scheme.

The content of the summative assessment for the 1 term should be selected on topics “Our Class” and “Helping and Heroes”.

Characteristic of tasks for summative assessment for the 1 term

Unit	Strand	Learning objective	*Total number of questions	*Que stions №	*Type of question	*Task description	Time	Total marks
Our Class	Listening	6.L5 Understand most	5	1	Multiple	Each learner works individually. The task enables	10	5
Helping		specific information		2	choice	learners to find specific information in extended	minutes
and Heroes		and detail of		3	Gap	talk. Learners listen to the recording twice on topic
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