I
SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 3
1. Aim of the Summative Assessment for 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.
Summative assessment checks the achievement of learning objectives
for the term planned in the Subject Programme.
2. The document defining the
content of the Summative Assessment for term
The Subject Programme for «The English language» for 1-4 grades of
primary education on the updated content.
3. Review of the Summative
Assessment for term 3
3.1 Duration - 40 minutes.
Speaking task is conducted separately.
Total marks –18
3.2. The structure of the
summative assessment
Different types of tasks are used in the summative assessment for
term.
This sample of summative assessment consists of 4 tasks. Gap
filling tasks require learners to put words/ phrases in the
sentences. True / False tasks are aimed at identifying the correct
ideas or sentences according to the text. Open-ended tasks require
learners to describe pictures and give their own ideas, answer
questions in sentences.
Characteristic of tasks for summative assessment for term
3
|
Cross curricular unit
|
Strand
|
Learning objective
|
Task
№
|
Task
description
|
Total
marks
|
|
Hot and Cold
Healthy
World
|
Listening
|
4.1.9.1
Recognise words that are spelt out from a limited range of general
and curriculum topics
|
1
|
Gap
filling task is developed on the materials of the unit “Hot and
cold”. Learners listen to the talk on weather forecast twice.
Teacher works with learners before the recording starts. Teacher
says 4 words: windy, lightning, snowy, cloudy and learners
spell them. Learners should not see the words. Then learners listen
to the talk, identify the appropriate word and fill in the gap.
|
4
|
|
Reading
|
4.3.5.1
Understand the main points of short simple texts on a limited range
of familiar general and some curricular topics by using contextual
clues.
|
2
|
True / False task is developed on the material of the unit
“Healthy
World”.
Learners read the text to identify the main points in it. They
write
True and
False near the sentences.
|
5
|
|
Writing
|
4.4.5.1 Link with some support sentences using basic coordinating
connectors
4.5.16.1
Use conjunctions and, or, but, because to link words and
phrases
|
3
|
Matching task is developed on the material of the cross curricular
unit “Hot and Cold”. Learners use the parts of the sentences and
match them to make up a sentence with the correct conjunction.
|
4
|
|
Speaking
|
4.S6 Take
turns when speaking with others in a growing range of short, basic
exchanges
|
4
|
Open
ended task is developed on the material of the cross curricular
unit “Healthy World”. Learners talk to each other, share ideas, ask
and answer the questions.
|
5
|
|
Total
|
|
|
|
|
18
|
41
4. Sample questions and mark scheme
Tasks for the Summative Assessment for Term 3 Listening
Task 1. Listen to the conversation carefully and complete
the sentences. You will listen to the recording twice.
Go to the following link to listen information: https://www.youtube.com/watch?v=x2ZAYPGz7bs
The teacher with learners spell the words aloud before listening
task performance. Don’t show these words to the learners.
|
w-i-n-d-y
|
l-i-g-h-t-n-i-n-g
|
s-n-o-w-y
|
c-l-o-u-d-y
|
-
|
1. There is
thunder and _____________________ now in America.
|
[1]
|
|
2. In
Northern Canada the weather is cold and _________________.
|
[1]
|
|
3. The
weather in Europe is _____________________.
|
[1]
|
|
4. The
weather in Asia is _____________ and warm.
|
[1]
|
[4]
Reading
Task 2. Read the text. Identify True and False
sentences.
T
om is
an animal lover. He admires all animals. When he was a kid, Tom
read many books about animals. The most exciting thing for him was
going to the Zoo. He could spend hours watching the animals walk
around, sit, or even sleep. When Tom was older he went on a safari
to Tanzania. He saw animals in wild nature. Now Tom thinks about
the future of animals. Some of his favourite animals are dying out.
Tom thinks that people need to save wild nature. Children must have
the chance of seeing animals in the wild in future.
Write True or False next to the sentences.
-
Tom doesn’t love animals. ____________________
-
Tom liked to go to the Zoo very much. ____________________
-
When Tom was a kid, he went on a safari to Tanzania.
____________________
-
He saw wild animals in cages in a safari park.
____________________
-
People must save wild nature. ____________________
[5]
Writing
Task 3. Link the sentences. Fill in the gaps with connectors
so, or, because, and. Use each connector only
once.
-
When it is raining people wear raincoats____________ take an
umbrella. [1]
-
We put on warm coats and mittens____________ we are going to make a
snowman. [1]
-
It is very hot today_____________ we are wearing T-shirts, shorts
and sandals. [1]
-
It is cool and wet in autumn_____________ sometimes it can be windy
and foggy. [1]
[4]
Speaking
Task 4. Work in pairs. Choose ONE picture. Look at the
picture and talk to your classmate about it. Describe the picture,
ask and answer questions.
Example:
Student 1: -What can you see in the picture?
Student 2: - I can see a Zoo in the picture.
Student 1: - Do you like to go to the Zoo?
Student 2: - I like to go to the zoo to watch animals and
birds.
Student 1: - What animals are there in the Zoo?
Student 2: - There are many different animals there.
Student 2: - Do you like to visit zoos?
Student 1: - Yes, very much. Sometimes I go to the Zoo with my
family.
Student 2: - What can you do there?
Student 1: - We can feed animals there.
Student 2: - What animals do you like?
Student 1: - I like all animals.
[5] Total marks____/18 Mark scheme
|
Task
№
|
Answer
|
Mark
|
Additional information
|
|
1
|
1.lightning
|
1
|
|
|
2.
snowy
|
1
|
|
4.
windy
|
1
|
|
5.
cloudy
|
1
|
|
2
|
1.
False
|
1
|
|
|
2.
True
|
1
|
|
3.
False
|
1
|
|
4.
False
|
1
|
|
5.
True
|
1
|
|
3
|
1.
When it is raining people wear raincoats or take an
umbrella.
|
1
|
The learners should write appropriate
conjunctions to
match two halves of the sentence.
|
|
2. We
put on warm coats and mittens because we are going to make a
snowman.
|
1
|
|
3. It is
very hot today so we are wearing T-shirts, shorts and
sandals.
|
1
|
|
4. It is
cool and wet in autumn and sometimes it can be windy and
foggy.
|
1
|
|
Total
marks
|
|
13
|
|
Mark scheme for Speaking
|
Description
|
Mark
|
Additional information
|
|
The learner describes
the picture. He/ She can express ideas in 3-4 short sentences, ask
and answer 2-3 questions correctly. The speaker understands the
questions and gives meaningful answers.
|
5
|
|
|
The learner describes
the picture in short. He/ She can express ideas in 2 -3 short
sentences, asks and answers 1-2 questions correctly. The speaker is
not confident and sometimes misunderstands the questions, gives
short answer.
|
3-4
|
|
|
The learner has
problems to describe the picture. He/ She can’t express ideas
without help, can ask and answer 1 question correctly. The speaker
makes mistakes, says only 1 or 2 sentences or even phrases.
|
1-2
|
|
Transcript for listening task
-
Mom do you think it's going to be rainy tonight?
-
Yes, sweetie. I think it will because there is thunder and
lightning.
-
What do you think, honey?
-
Well, I guess so, because it was foggy this morning and it's
humid.
-
I think we should watch the world weather forecast.
-
That's a great idea.
-
Good evening. Welcome to the world weather forecast. Let's take a
look at the weather now. It is cold and snowy today. In northern
Canada people are staying in their homes for a long winter day.
While in South America the weather is hot and sunny. Everybody is
enjoying their summer holidays. In some parts of Europe the
temperature is cool. It will be very windy. It's like fall but
today in Asia the weather is cloudy and warm. Everybody wants
spring. Tonight in America the weather is overcast and rain is
possible. And that's the world weather forecast for tonight. Brian
Landers reporting.
-
All right, sweetie. Have you heard the news?
-
Yes, mom.
-
Well tonight it might rain. Let's go to bed early.
-
Are you sleeping now, honey?
-
No, not really.
-
I am just scared of thunder and lightning.
-
All right.
-
Let's go to bed then.
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 (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.
Always tell the learners that they have 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
standardised mark scheme.
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