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Specification of Summative Assessment for term on the subject
“English” Grade 6
Contents
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The document defining the content of the Summative Assessment for the term 4
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Level of thinking skills on the subject “English”, Grade 6 5
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
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.
Subject Program for "English" (within the framework of updating the content of secondary education) secondary education (Grade 6)
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.
|
Strand |
Level of thinking skills |
Description |
Recommende d type of question |
|
Listening |
Knowledge and comprehens ion |
Understand longer sequenceы of supported classroom instructions; understand more complex supported questions which ask for personal information; understand more complex supported questions on a growing range of general and curricular topics; understand with limited support the main points of extended talk on a range of general and curricular topics; understand most specific information and detail of supported, extended talk on a range general and curricular topics; understand supported narratives including some extended talk, on a range of general and curricular topics; recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics; |
Questions with multiple choice answers. Questions that require short answers. Questions that require detailed answer. |
|
Higher order thinking skills |
deduce meaning from context in supported extended talk on a range of general and curricular topics; |
||
|
Speaking |
Application |
ask simple questions to get information about a growing range of general topics; use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics; |
Questions that require short answers. Questions that require detailed answer. |
|
Higher order thinking skills |
provide basic information about themselves and others at discourse level on a range of general topics; give an opinion at sentence and discourse level on an increasing range of general and curricular topics; respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; keep interaction going in longer exchanges on a range of general and curricular topics; communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; recount some extended stories and events on a limited range of general and curricular topics; |
|
Reading |
Knowledge and comprehens ion |
understand the main points in a growing range of short, simple texts on general and curricular topics; understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics; understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts; recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics; recognise typical features at word, sentence and text level in a range of written genres; |
Questions with multiple choice answers. Questions that require short answers. Questions that require detailed answer. |
|
Application |
use independently familiar paper and digital reference resources to check meaning and extend understanding; read independently a limited range of short simple fiction and non-fiction texts; |
||
|
Higher order thinking skills |
deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts; recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics; |
||
|
Writing |
Application |
plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics; write with some support topics with some paragraphs to give basic personal information; link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics; use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics; spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics; punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy; |
Questions that require short answers. Questions that require detailed answer. |
|
Higher order thinking skills |
write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics; write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics; develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics. |
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.
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 |
|
|
|
|
|
supported, extended |
|
4 |
filling |
‘Our
class’, having Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде пәніңізді белгілеп, керек материалды алып сабағыңызға қолдана аласыз |
