SPECIFICATION OF SUMMATIVE ASSESSMENT FOR TERM 2
Review of summative assessment for term 2
Duration of the summative assessment – 40 minutes
Listening – 10 minutes
Reading – 10 minutes
Writing – 20 minutes
Speaking task is conducted separately.
Total marks- 24
The structure of the summative assessment
This Summative Assessment consists of 17 questions: listening, reading, writing and
speaking. Different types of tasks are used in the Summative Assessment for the term.
Gap filling task 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.
Open-ended tasks require learners to follow instructions of the task, answer questions in
words, expressions and sentences.
The content of the summative assessment for the 2 term should be selected on topics
“Values” or/and “The world of work” for any strands.
Characteristic of tasks for summative assessment for the 2 term
*Total
*Quest *Type of Total
Unit Strand Learning objective number *Task description Time
ion № question marks
of
questions
5.L8 Understand supported 3 1 Gap Each learner works individually. 10 6
narratives, including some 2 filling Learners listen to the recording twice minutes
extended talk, on an 3 and complete the sentences with
increasing range of general suitable words from the box related
and curricular topics to the topics “Values”.
Before the recording starts learners
Listening
have one minute to get familiar with
the questions.
The task includes 5 questions.
5.R2 Understand with little 3 1 Open Each learner works individually. 10 6
Values. 2 minutes
support specific information ended Learners read the text.
The 3
and detail in short, simple The task consists of 6 questions. In
world of Reading
texts on a limited range of each question learners should
work.
general and curricular identify whether the statements are
topics. true or false and write True or False.
5.W7 Use with some 6 1 Gap Each learner works individually. 20 6
support appropriate layout 2 filling Learners fill the gaps with the minutes
at text level for a limited 3 correct form of the verb
range of written genres on 4
familiar general topics and 5
Writing some curricular topics. 6
5.W5 Link without support
sentences using basic
coordinating connectors
16
5.S7 Use appropriate 5 1 Open Learners individually describe the Each 6
Speaking subject-specific vocabulary 2 ended picture using subject related learner
and syntax to talk about a 3 vocabulary and grammar structures talks for
limited range of general 4 covered during the term on the topics 1 minute
topics. 5 “Values”, “The world of the work”.
Learners prepare for 1 minute and
speak 1 minute. Teacher can ask
supporting questions if necessary to
help learners. Learners are supposed
to use appropriate grammar
structures.
TOTAL: 40 24
minutes
Note: *-sections that can be changed
17
Mark scheme
Writing, Reading and
Listening
№ Answer Mark Additional
information
1. Do/ have to 1
2. Have to 1
3. Doesn’t have to 1
4. Do/ have to 1
5. Have to 1
6. Has to 1
1. Professional footballer 2
2. Ekibastuz, Kazakhstan 2
3. FC Astana 2
1. Anara Nurbayeva 2
2. 22 years old 2
3. 221 Old Kent Road, London 2
Total 18
Mark scheme
Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a
total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
Mark /
Content (relevance and Organization (cohesion, Vocabulary (style and Grammar (style and accuracy)
Criterio
development of ideas) paragraphing and format) accuracy) and Punctuation (accuracy)
n
All content is relevant to the Uses a range of basic Uses a range of everyday Writes short and extended
task. connectors correctly. vocabulary appropriately; simple and compound
The register completely Uses paragraphs to separate attempts to use less common sentence forms correctly.
corresponds to the ideas; all paragraphs revolve lexical items with occasional AND
requirements of the task. around one idea or a set of inappropriacies. May attempt some complex
All content points are fully like ideas; the size of each Has good control of word sentences, but they tend to be
addressed and developed in a paragraph allows for a proper formation; may make less accurate, including
balanced way. and balanced development of occasional errors in producing punctuation.
ideas. less common word forms. Errors in grammar and/or
6 The format is appropriate, but Spells common vocabulary punctuation do not distort
may be modified for a better items correctly; very few (one meaning.
reading experience. or two) occasional spelling
mistakes may be present.
May occasionally misspell
less common lexical items.
Errors in word choice and/or
spelling do not distort
meaning.
All content is relevant to the Uses basic connectors Uses a range of everyday Writes short and extended
task; insignificant content correctly. vocabulary appropriately; simple and compound
5 omissions may be present. Uses paragraphs to separate attempts to use less common sentence forms correctly.
The register on the whole ideas; most paragraphs lexical items, but may make Occasional errors in grammar
corresponds to the revolve around one idea or a frequent errors. and/or punctuation do not
requirements of the task; set of like ideas; the size of Has good control of word distort meaning.
occasional and inconsistent each paragraph may reflect formation; may make errors in
misuse of register may be imbalanced development of producing less common word
present. ideas. forms.
Most content points are The format is appropriate. Spells common vocabulary
addressed, but their items correctly; few (no more
development may be slightly than five) occasional spelling
imbalanced. mistakes may be present.
May often misspell less
common lexical items.
Errors in word choice and/or
spelling do not distort
meaning.
Most content is relevant to the Uses some basic connectors, Uses everyday vocabulary Writes short and extended
task; insignificant content but these may be inaccurate or generally appropriately, while simple and some compound
omissions may be present. repetitive. occasionally overusing certain sentence forms correctly.
The register on the whole Uses paragraphs to separate lexical items. While errors in grammar
corresponds to the ideas, but tends to misuse Has good control of word and/or punctuation are
requirements of the task. paragraphing (a script is a set formation; can produce noticeable, meaning is rarely
4 Most content points are of very short paragraphs or common word forms distorted.
addressed, but some content some paragraphs may be correctly.
points may be more fully much longer than other ones May make infrequent errors in
covered than others. for no apparent reason). spelling more difficult words.
The format is generally Errors in word choice and/or
appropriate. spelling rarely distort
meaning.
Some content is relevant to Uses a very limited range of Uses basic vocabulary Writes short simple sentence
the task; significant content basic connectors correctly. reasonably appropriately. forms and most extended
omissions may be present. Writes in paragraphs, but may Has some control of word simple sentence forms
The register barely not use them to separate ideas formation; can produce some correctly.
3 corresponds to the (a script may have random common word forms Errors in grammar and/or
requirements of the task. breaks between paragraphs). correctly. punctuation may distort
Only some content points, The format may be Makes frequent errors in meaning at times.
which are minimally inappropriate in places. spelling more difficult words,
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addressed. but simple words are spelled
correctly.
Errors in word choice and/or
spelling distort meaning at
times.
Severe irrelevances and May use a very limited range Uses an extremely limited Writes only very short simple
misinterpretations of the task of basic connectors, and those range of vocabulary. sentence forms correctly.
may be present. used may not indicate a Has very limited control of Frequent errors in grammar
Only few content points, logical relationship between word formation; can produce a and/or punctuation distort
which are minimally ideas. few common word forms meaning.
2 addressed. Attempts to write in correctly.
paragraphs, but their use may Makes many errors in
be confusing (may start every spelling, including a range of
sentence with a new line). simple words.
The format may be Errors in word choice and/or
inappropriate. spelling distort meaning.
Attempts the task, but it is Links are missing or incorrect. Can only use a few isolated No evidence of sentence
largely misinterpreted and the Does not write in paragraphs words and/or memorized forms.
response is barely relevant to at all (a script is a block of phrases.
the task. text). Has essentially no control of
1 The format is not appropriate. word formation; can barely
produce any word forms.
Displays few examples of
conventional spelling.
Does not attempt the task in any way.
OR
The response is completely irrelevant to the task.
OR
0
There is too little language to assess.
OR
Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of
context to verify meaning.
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CRITERIA FOR MARKING SPEAKING
Give a mark out of 6 for each criterion (development and fluency, and language), and then calculate a mean to give an overall total out of 6.
Mark /
Criterio Development and Fluency Language
n
Shows sustained ability to maintain a conversation and to make Produces error-free simple sentences.
relevant contributions at some length. Attempts some complex grammatical forms, but may make
Produces extended stretches of language despite some hesitation. errors, which rarely cause comprehension problems.
6 Uses a range of appropriate vocabulary to give and exchange
Can respond to change in direction of the conversation.
Pronunciation is intelligible*. views on a growing range of general and curricular topics.
Intonation is appropriate.
Responds relevantly and at length which makes frequent Produces error-free simple sentences.
prompting unnecessary, resulting in a competent conversation. Uses a range of appropriate vocabulary when talking about a
Produces mostly extended stretches of language despite some range of general and curricular topics.
hesitation, although instances of using short phrases may be Occasional mistakes do not cause comprehension problems.
5 present.
Can generally respond to change in direction of the conversation.
Pronunciation is generally intelligible.
Intonation is generally appropriate
Attempts to respond to questions and prompts. Frequently produces error-free simple sentences.
Produces responses which are extended beyond short phrases, Uses appropriate vocabulary to talk about a limited range of
despite hesitation. general and curricular topics.
4 Effort will need to be made to develop the conversation; only Errors may cause comprehension problems.
partial success will be achieved.
Pronunciation is mostly intelligible.
May not follow English intonation patterns at times.
Responses tend to be brief and are characterized by frequent Produces basic sentence forms and some correct simple
hesitation. sentences.
3 Has to be encouraged to go beyond short responses and struggles Uses a limited range of appropriate vocabulary to talk about a
to develop a conversation. limited range of general topics.
There is a lack of intelligibility of pronunciation, but it is unlikely Errors are frequent and may lead to misunderstanding.
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to impede communication.
May not follow English intonation patterns frequently.
Responses are so brief that little is communicated. Attempts basic sentence forms, but with limited success.
Barely engages in a conversation. OR
Pronunciation may cause some communication difficulty. Heavily relies on apparently memorized utterances.
2
Does not follow English intonation patterns. Uses a limited range of appropriate vocabulary to talk about a
very limited range of general topics.
Makes numerous errors except in memorized expressions.
No communication possible. Cannot produce basic sentence forms.
1 Pronunciation and intonation patterns cause difficulty for even the Can only produce isolated words and phrases or memorized
most sympathetic listener. utterances.
No attempt at the response.
0 OR
No rateable language.
*Speech deficiencies should not be considered as affecting intelligibility
