INTRODUCTION 2ND EDITION A1

OVERVIEW OF THE ASSESSMENT PACKAGE

The Gold Experience Assessment Package provides
a wide range of tests which can be used at different
Assessment for dyslexic
points in the course. Each level has: students
• A and B Diagnostic Test One of the most effective ways of checking classroom
work and the teaching programme is through testing.
• 9 x A and B Unit Tests Tests can show which learning materials work best for
• 3 x A and B Review Tests individual students, so teachers need to be able to select
the most appropriate tests for their students. The two
• A and B End of Year Test
most important aspects of a test concern a) validity:
whether or not the test measures what it is supposed
Assessment of learning or to measure and b) reliability: whether it would produce
Assessment for learning? similar results when used with a similar group under the
same conditions at a different time.
Any test can be used either as assessment for learning
When we consider validity, it is evident that tests
or assessment of learning. Assessment of learning
written to measure reading comprehension, vocabulary,
usually takes place after the learning has happened
grammar or communication, will fail to obtain valid
and provides information about what the student is
test results for dyslexic students. The type of reading
achieving. The student is usually given a mark or a grade.
difficulties dyslexic students experience in processing
You can also use the tests as assessment for learning
print affects all language skills and consequently will not
by using the tests to provide information on how well
provide valid information about their actual knowledge
students have understood new language or skills,
or skills. The same problem affects the reliability of a
and then providing them with specific feedback and
test. Obviously, if the same written test is used with
suggestions for improvement as part of the continual
dyslexic students and non-dyslexic students from the
learning process.
same class, the results will be significantly different for
A combination of both types of assessment can provide the two groups.
powerful tools for helping your students’ progress.
The Gold Experience Assessment Package offers
alternative versions of tests for dyslexic learners.
Teacher’s Resources site While the language content and linguistic level of
In addition to the tests in this Teacher’s Resource Book, the material tested is the same as in the main tests,
the tests are also provided on the Teacher’s Resources a number of changes make it easier for dyslexic students
site in both PDF and Word format. We recommend to process. For example, these tests have a larger point
using the PDF version, as they are. However, if you do size with increased spacing between the lines, and tasks
need to edit the tests, this should be possible on the which require multi-tasking have been reduced in
Word version. complexity. See the introduction to the adapted tests
The audio files accompanying the listening exercises for more detail.
in the Skills and End of Year tests can also be found on
the Teacher’s Resources site. Exam preparation
The access code for the Teacher’s Resources site is in As your students are going to be working towards a
the front of your Teacher’s Book. final high-stakes exam, the tests also provide regular
opportunities for them to try exam-style tasks in a
Versions of tests low-stakes test environment, which should help them
Most tests have two versions: A and B. Versions A and B feel more confident going into the final exam.
are designed to be at exactly the same level of difficulty We would recommend using past papers or practice
and feature the same task types, however, the test items papers in addition as you get close to the date of the
in each are different. For listening tests, the tasks are the exam. There is one full practice test in Unit 10 of the
same at this level, but the reading part of the Skills tests Workbook, and two further complete practice exams
is different in the A and B versions. are available in the Exam Practice booklet.
You can use the A/B tests in two ways:
• give half of the class A versions and half of the class B
Expected outcomes
versions – this helps to deter cheating. We would expect all students who have completed the
instructional material to score at least 50%, and the best
• give all students the A test and then use the B test students to score 90–100% on any given test. We have
either for students who missed the test or as a re-test deliberately included more challenging questions in
or remedial work for students whose score shows they each test so as to help you identify students performing
need a little more work on the unit objectives. above the level.
On the Teacher’s Resources site, there is also a version
of the tests adapted for students with dyslexia. See the
next section for more information.

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INTRODUCTION 2ND EDITION A1

TEST FORMAT
The Unit, Review and End of Year Tests have several parts to them. This helps makes them flexible, and allows you
to assign only the parts you want to or have time to administer and mark. In addition to the tests in this Teacher’s
Resource Book, the tests are also provided on the Teacher’s Resources site in both PDF and Word format. We
recommend using the PDF version, as they are. However, if you do need to edit the tests, this should be possible on
the Word version.

Assessment type Quantity Total marks Timing

Diagnostic Test (A/B) 1 (at start of course) 50 45 mins

Unit Tests 9 (after each main unit) 50 25–30 mins

Language: Vocabulary and Grammar (A/B) 9 (after each main unit) 50 20–30 mins
Skills: Listening and Reading (A/B)

Review Tests 3 (after every three units) 50 30 mins

Vocabulary and Grammar (A/B) 3 (after every three units) 25 30 mins
Writing 3 (after every three units) 25 10–15 mins per pair
Speaking (A/B/Teacher)

End of year Test 1 (at end of course) 50 45 mins

Listening, Language and Reading (A/B) 1 (at end of course) 25 45 mins
Writing 1 (at end of course) 25 10–15 mins per pair
Speaking (A/B/Teacher)

For practice Cambridge exams, please see Unit 10 of the Workbook and the separate Exam Practice booklets.

Diagnostic Test Unit Tests

The main purpose of the Diagnostic Test is to help the There are nine Unit Tests, which test the learning
you identify any general areas of strength or weakness objectives from each main unit (after Unit 10, students
across the class. This will help you tailor your lessons to would take the End of Year test). These should be
your class and maximise your time with your students. administered after each respective unit check.
The Diagnostic Test will also help to place students at Each Unit Test has two parts: Language (Vocabulary
the right level of the Gold Experience series. The test and Grammar); and Skills (Listening and Reading). Both
contains 50 multiple-choice questions and is designed parts have A and B versions. There is also a version of the
to last for 45 minutes. A tests for students with dyslexia.
To help score and analyse the Diagnostic Test, groups You can assign both or neither of these, depending
of questions are labelled by language topic in the on the time available. If you are including the listening
answer key. Mark your students’ test papers, and use test, it is best to run the listening audio first, and then
the following guide to help you decide what to do next: students can do the other sections in their own time.
• If students get fewer than 10 of the answers right, The tests will take approximately:
they may not have the basic language knowledge
– Language: Vocabulary and Grammar: 25–30 minutes
required for this level. Consider starting with the
level below. – Skills: Listening and Reading: 20–30 minutes
• If students get between 10–40 correct, assess The Unit Test as a whole is out of 100 marks. The parts
their answers to check where remediation or extra of the test are split as follows:
help is required. Focus extra help on topics from – Language: Vocabulary and Grammar: 50 marks
questions 1–25.
– Skills: Listening and Reading: 50 marks
• If students score between 41–50, assess their scores
and consider an additional oral interview to decide
whether an extension programme e.g. a literature
strand would be appropriate.

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INTRODUCTION 2ND EDITION A1

Review Tests End of Year Test

There are three Review Tests (one every three units). The End of Year Test provides a skills-based test covering
These are cumulative achievement tests, and so test learning objectives from the whole course.
the learning objectives from all units so far in the course, The test has three parts: Listening, Language and
but with a heavier focus on the most recent units: Reading; Writing; Speaking. Language and Reading
• Review Test 1: Units 1–3 papers have A and B versions, as well as a version of
the A tests for students with dyslexia. There is only one
• Review Test 2: Units 4–6
version of the Writing task. Students do the Speaking
• Review Test 3: Units 7–9 tasks in pairs, and there are separate materials for
students A and B, as well as a version for the teacher
Depending on your school year, you may wish to do all
with questions.
of these or just some of them.
You can assign all or none of the parts of the test,
Each test has three parts: Vocabulary and Grammar;
depending on the time available.
Writing; Speaking. Vocabulary and Grammar papers
have A and B versions, as well as a version of the A tests The tests will take approximately:
for students with dyslexia. There is only one version – Listening, Language and Reading: 45 mins
of the Writing task. Students do the Speaking tasks in
– Writing: 45 minutes
pairs, and there are separate materials for students A
and B, as well as a version for the teacher with questions. – Speaking: 10–15 minutes per pair of students
As with the Unit Tests, you can assign all or none of The End of Year Test as a whole is out of 100 marks.
the parts of the test, depending on the time available. The parts of the test are split as follows:
The tests will take approximately: – Listening, Language and Reading: 50 marks
– Vocabulary and Grammar: 30 minutes
– Writing: 25 marks
– Writing: 30 minutes
– Speaking: 25 marks
– Speaking: 10–15 minutes per pair of students
The Review Tests as a whole are out of 100 marks. Marking the tests
The parts of the test are split as follows: The Language test answer keys include references to
– Vocabulary and Grammar: 50 marks specific Student’s Book pages for revision.
– Writing: 25 marks Writing and Speaking tests have detailed mark schemes
out of 25 (see pages 142–143), similar to the Cambridge
– Speaking: 25 marks mark schemes, to help you mark consistently, and to
help you give students meaningful feedback. If you
prefer to use the actual mark scheme for the exam your
students will ultimately take, these are available online.
Whichever mark scheme you use, it can be very useful
to go through it with your students before they take
the test so they know what they are going to be marked
against. You can then refer back to these marking
criteria and bands in your feedback.

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