English Assessment Planner PDF (UAE Ministry of Education)

English Assessment Planner Level 8.1 Grade 12 General Grade 12 Applied Term 1 2024 – 2025 Overview In this assessment planner, you will find all of the tools and information you need to plan and implement Term 1 assessments. While every effort has b...

English Assessment Planner Level 8.1 Grade 12 General Grade 12 Applied Term 1 2024 – 2025 Overview In this assessment planner, you will find all of the tools and information you need to plan and implement Term 1 assessments. While every effort has been made to provide complete and accurate information in this document, there is a possibility that elements of the assessment plan will be updated as the term progresses. If the need arises, updates will be communicated as soon as the assessment team is aware of the change. Level Alignments Level alignments allow you to access and understand targeted learning outcomes and assessment goals for your students. Level alignments include the English Language Curriculum Framework for Excellence (ECFE) Level, the Literacy Level, the CEFR Level, the Lexile Range, the Global Scale of English level, a list of National and International Assessments, and a list of assessed curriculum frameworks. Coverage, Prerequisite Grammar and Core Lexis Coverage details are of particular importance in planning instruction for the term. In order to ensure that students are fully prepared for assessments, ensure frequent exposure to Term 1 assessment topics, lexis, grammar and functional language found in this document. Coverage may differ from what is featured in the course books. In order to support learning, the grammar points that will be assessed in the at-level texts in the GSE grammar column have been augmented with the prerequisite grammar points – the language points that the student needs to understand before they can access the assessed grammar point. A teaching resource with examples of Term 1 grammatical points and functional language will be released to provide support for all Term 1 assessments. A list of some of the core lexis that will be included in the at-level texts and questions is provided in this document. We recommend using the information in the coverage details and core lexis to develop your own resources to provide additional exposure to assessed topics, language points and vocabulary throughout the term. Term 1 Assessments In Term 1 Assessments, you will find a list of all assessments for the term including the assessment type, weights for the term and the academic year, potential School-Based Assessment tasks, and a brief description of each End of Term assessment. Specifications and Guidance Guidance will be provided ahead of implementation and all specifications are included in the document. The specifications and guidance are similar to the documents released by the assessment team in previous years, with some updates to formatting and content for cohesion and to reflect changes to the assessment plan for the current academic year. Specifications and guidance are provided for the Reading and Writing Summative Assessments. Level Alignments National and Curriculum ECFE Level Literacy Level Phase CEFR Level Lexile Range GSE Level International Assessment EmSAT Achieve – Grade 12 General (BtS Book 12) Grade 12 8.1 Level 5 5 B2 – B2+ 1000L - 1370L 63 - 66 Grade 12 Applied (BtS Book 12) EmSAT 1450 - 1500 Curriculum Frameworks Assessed: English Language Curriculum Framework for Excellence Literacy and Communication Framework English Language Learning Continuum Coverage Topic(s): Culture and customs, technology, people. ECFE Grammar Prerequisite GSE Grammar Functional Language Can link clauses and sentences with a range of basic connectors. Can use a range of complex conjunctions Conjunctions in conditional statements (all three types). Can use first, second and third (64) conditionals. Conditionals: wishes / if Can use first, second and third Can use 'I wish/if only …' to express only conditionals. regrets and wishes about the past. (62) Can use verbs in the imperative. Clauses and phrases: Can use 'will' + infinitive for orders and Can use ’ll+ infinitive for Expressing opinion imperatives instructions. (65) spontaneous decisions and offers. Describing past experiences and events Can use 'had to...'/'Did … have Can use 'need' with verbs in the gerund to Modals: present modals to…?' to refer to past necessity express necessity. (63) Expressing regret and obligation. (46) Can make affirmative statements Passives: past perfect using common irregular past Can use the past perfect passive. (64) passive simple forms. Can ask a range of wh- Can use defining relative clauses and questions. Clauses and phrases: non-defining relative clauses ending in a defining and non-defining preposition, with ‘who/which/that’ as the Can form questions with relative clauses complement of the preposition. (See prepositional verbs and final English Grammar Profile) prepositions. Core Lexis Culture and customs Technology People tradition(al) data confidence venue network inspired gather telecommunications loyal host code passionate tribes social media competitive agriculture virtual reality modest belief artificial intelligence influence Term 1 Assessments Weighting Assessment Term Year School-Based Assessment 40% 15% Reading and Writing 60% 20% Summative Assessment Assessment Description In Term 1, school-based assessment is written by teachers based on the individual needs of their students. A school-based assessment guide and materials are available on the English assessment SharePoint and on LMS. Teachers are encouraged to develop their own school-based assessment School-Based Assessment program tailored to the gaps identified by the diagnostic and summative assessments and also formative assessment conducted during usual classroom practice. A bank of teacher-created resources is available on the English assessment SharePoint. As the culmination of the term’s work, students are asked to demonstrate their accomplishments in reading and writing. Students will be asked to respond to an informative writing prompt with three bullet points that corresponds to the topics in the assessment coverage. They will first be asked for their opinion about the essay topic. They will then produce a plan for how they will answer the essay prompt. Both the initial opinion response and plan will be marked by the teacher using holistic rubrics. Students will then produce an extended response, the expected length of which is detailed in the specifications SwiftAssess Summative Assessment First Part below. The extended response will be marked against an emerging, developing and mastery rubric to generate useful data that can be used formatively. They will then be presented with an extended text and will answer a free-response reading question by inferring information that is not explicitly mentioned in the text. They will justify their answer to that question by drawing on relevant evidence from the text in their explanations. The free-response questions will be marked using rubrics. The writing assessment and inference section will constitute 40% of the summative assessment marks for this term. In the first part, students will be presented with a MAZE text with five gaps that will assess the prerequisite language needed to access the level. They will select the option that represents the correct grammatical, functional language or vocabulary point to fill the gaps. The next part is a MAZE SwiftAssess Summative with ten gaps that will assess the level’s coverage. Students will then answer multiple-choice questions Assessment Second Part about a below-level reading text that will assess prerequisite reading comprehension skills. Next, students will answer multiple-choice reading comprehension questions about two at-level texts, one narrative and one informative. This assessment will constitute 60% of the summative assessment marks for this term. School-Based Assessment Suggested School-Based Assessment for Term 1. These are not mandatory. Select tasks appropriate to your students’ needs. Task Outcomes assessed Task description ENG.06.4.3.XX.011 Use own and others’ ideas to plan and Students are given an academic essay topic related to the coverage topics. develop writing. They produce a plan before writing the essay. ENG.08.4.2.XX.019 Maintain a degree of control of simple and complex language structures in writing. Potential for peer review and further drafts produced based on teacher / peer Process writing comments. ENG.08.4.3.XX.016 Write extended texts on familiar and unfamiliar concrete topics. ENG.08.4.3.XX.018 Produce extended, structured texts Potential to reinforce learning of language structures or vocabulary by requiring that contain topic sentences and supporting details. their inclusion in the essay. ENG.08.2.3.XX.031 Read and identify specific information in extended texts on concrete and some abstract topics. Students are given a topic that aligns with the coverage topics. They research and write a presentation on the topic, either individually, in pairs or as a group. ENG.08.2.3.XX.032 Read and understand details in extended texts on concrete and some abstract topics. They present to the class. ENG.08.2.3.XX.036 Make connections when reading extended texts on familiar and unfamiliar concrete topics. Potential to reinforce learning of language structures by requiring their inclusion Project presentation in the presentation. ENG.06.4.3.XX.011 Use own and others’ ideas to plan and develop writing. Potential to assess speaking and listening outcomes if a question and answer ENG.08.4.2.XX.019 Maintain a degree of control of simple and complex language structures in writing. session forms part of the presentation to the class. ENG.08.4.3.XX.016 Write extended texts on familiar and unfamiliar concrete topics. Potential for peer assessment. Students are given an activity in groups. Suggested tasks include: Designing and making a game, including rules. Writing and performing a play. Researching and writing a newsletter article. Dependent on task chosen. A wide range of Task-based activity outcomes can be assessed from each domain. Participating in a debate about a topic students have researched. Identifying and providing solutions for an issue (at school or in the wider world). Potential for peer assessment. Potential for post-task reflection activities to assess higher-order thinking skills.  Quizzes could have a grammar focus and assess students’ knowledge of grammar points either pre or post teaching. Quizzes Dependent on quiz content. They could also have a lexical focus and assess students’ vocabulary. Short texts can be presented to students with reading comprehension questions or recorded and used to assess listening. ENG.08.2.3.XX.030 Read and understand the overall Students are either set a text to read or are directed to choose a text or book to meaning of extended texts on concrete and some abstract read. This could be linked to Literature Lessons from the coursebook, if topics. available. ENG.08.2.3.XX.031 Read and identify specific information in extended texts on concrete and some abstract topics. Students either produce a general report on what they have read that ENG.08.2.3.XX.032 Read and understand details in summarises the main points (writing outcomes could also be assessed here). extended texts on concrete and some abstract topics. Reading journal They could reflect in basic terms about what they have read. Alternatively, a ENG.08.2.3.XX.035 Identify the mood and tone in series of questions could be posed that lead them to provide a detailed report. extended texts on familiar and some unfamiliar concrete topics. Questions could involve students describing characters, settings, events, or listing new vocabulary or language structures they have encountered by ENG.08.2.3.XX.036 Make connections when reading extended texts on familiar and unfamiliar concrete topics. reading. Students could also present their reports to the class and discussions around the themes raised could provide opportunities to assess speaking LL5.R.P.2 Consider how information from complex, extended texts can be used after reading or listening. outcomes. Students select pieces of work they have completed for inclusion in their portfolio. Students complete a reflection task where they could explain why Dependent on task chosen. A wide range of they have chosen the pieces of work, what they learned when doing them and Portfolio evaluation outcomes can be assessed from each domain. what they could do to improve their work for next time. Potential for peer assessment. Summative Assessment Weighting Paper exam: 40% of summative SwiftAssess exam: 60% of summative assessment term grade assessment term grade Bloom’s Part Activity Weighting Bloom’s Part Activity Weighting Remember and Understand 1 Opinion 5% 5 Below-level MAZE 13.33% Remember and Application and Understand analysis (c.25%) Higher-order 2 Plan 5% 6 At-level MAZE 13.33% thinking Below-level reading text Remember and 7 13.33% questions Understand Application and At-level reading text 3 Essay 25% 8 2.5% analysis questions Higher-order Application and thinking analysis (c.35%) At-level reading text 9 12% questions Inference question 2% Higher-order At-level reading text 4 10 5.5% thinking (5%) questions Justification question 3% Reading and Writing Summative Assessment Specifications SwiftAssess Exam Part 1 ECFE Alignment: Level 8.1 Term Weighting: 40% Domain: Reading and Writing Question Type and Number of Questions and Sections Outcomes Assessed Constructs Instruction Question Description Remember and Understand Application and Analysis ENG.06.4.3.XX.011 Use own and others’ 5 marks, marked using a rubric Writing task ideas to plan and develop writing. Higher-order thinking __________________ ENG.08.4.2.XX.019 Maintain a degree of Students are asked to produce at Part 1 A: Foundational proficiency least two sentences that contain Free-response opinion control of simple and complex language B: Grade-level mastery question their opinion about the topic of an structures in writing. C: Advanced application essay prompt. Phase 5 B2 - B2+ ENG.06.4.3.XX.011 Use own and others’ Remember and Understand ideas to plan and develop writing. Application and Analysis ENG.08.4.2.XX.019 Maintain a degree of control of simple and complex language Higher-order thinking Writing task 5 marks, marked using a rubric structures in writing. Part 2 __________________ A: Foundational proficiency Students are asked to produce a ENG.08.4.3.XX.016 Write extended texts B: Grade-level mastery Free-response plan plan to answer an essay prompt. on familiar and unfamiliar concrete topics. C: Advanced application ENG.08.4.3.XX.018 Produce extended, Phase 5 structured texts that contain topic sentences and supporting details. B2 - B2+  Remember and Understand ENG.08.4.2.XX.019 Maintain a degree of Application and Analysis control of simple and complex language structures in writing. Higher-order thinking 25 marks, marked using a rubric Writing Task __________________ ENG.08.4.3.XX.016 Write extended texts A: Foundational proficiency Part 3 on familiar and unfamiliar concrete topics. Students are asked to produce an B: Grade-level mastery extended text in response to a Extended response C: Advanced application ENG.08.4.3.XX.018 Produce extended, prompt and three bullet points. structured texts that contain topic Topics: Culture and customs, technology, sentences and supporting details. people. Expected text length: 170 words Higher-order thinking Inference - 2 marks, marked using a rubric C: Advanced application LL6.R.In.1 Infer complex information needed for comprehension when it is not A free-response inference question Free-response question Phase 6 directly stated in a wide range of complex, that tests deep understanding of the __________________ extended texts. text. C1 Part 4 Read the text and answer LL6.R.P.2 Consider how information from a Justification – 3 marks, marked the question. Use full Text: wide range of complex, extended texts can using a rubric sentences. - extended be used after reading or listening. - concrete and abstract topics A free-response justification of the - narrative student’s answer to the inference question. Text length: 400 words SwiftAssess Exam Part 2 ECFE Alignment: Level 8.1 Term Weighting: 60% Domain: Reading Question Type and Number of Questions and Sections Outcomes Assessed Constructs Instruction Question Description Remember and Understand A: Foundational proficiency Phase 5 MAZE task 4 questions multiple-choice questions ENG.07.2.2.XX.016 Identify a wide range B1+ - B2 __________________ Gap-fill sentences within a MAZE Part 5 of features of text organisation and text that test students’ awareness of structure. Text: Read the text and answer basic grammar and sentence - extended a, b or c. phrasing. - familiar and some unfamiliar concrete topics - informative Text length: 80 words Remember and Understand B: Grade-level mastery MAZE task 8 questions Phase 5 multiple-choice questions ENG.08.2.2.XX.019 Identify a wide range __________________ Gap-fill sentences within a MAZE B2 - B2+ Part 6 of features of text organisation and text that test students’ awareness of structure. Read the text and answer at-level grammar and sentence Text: a, b or c. phrasing. - extended - concrete and abstract topics - informative Text length: 150 words  Application and Analysis A: Foundational proficiency 5 questions ENG.07.2.3.XX.024 Read and identify Phase 5 Multiple-choice questions specific information in extended texts on Multiple-choice reading __________________ familiar and unfamiliar concrete topics. B1+ - B2 comprehension questions that Part 7 demonstrate application of reading Read the text and answer ENG.07.2.3.XX.025 Read and understand Text: skills. a, b or c. details in extended texts on familiar and - extended unfamiliar concrete topics. - familiar and some unfamiliar concrete Answers explicitly stated. topics - narrative Text length: 350 words Application and Analysis ENG.08.2.3.XX.030 Read and understand B: Grade-level mastery the overall meaning of extended texts on 3 questions concrete and some abstract topics. Phase 5 Multiple-choice questions Multiple-choice reading __________________ ENG.08.2.3.XX.035 Identify the mood and comprehension questions that B2 - B2+ Part 8 tone in extended texts on familiar and demonstrate application of reading Read the text and answer some unfamiliar concrete topics. skills. Text: a, b or c. - extended ENG.08.2.3.XX.036 Make connections Answers explicitly and implicitly - concrete and abstract topics when reading extended texts on familiar stated. - narrative and unfamiliar concrete topics. Text length: 260 words  Application and Analysis B: Grade-level mastery 7 questions ENG.08.2.3.XX.031 Read and identify Phase 5 Multiple choice questions specific information in extended texts on Multiple-choice reading __________________ concrete and some abstract topics. comprehension questions that B2 - B2+ Part 9 demonstrate application of reading Read the text and answer ENG.08.2.3.XX.032 Read and understand skills. Text: a, b or c. details in extended texts on concrete and - extended some abstract topics. Answers explicitly and implicitly - concrete and abstract topics stated. - informative Text length: 350 words Application and Analysis B: Grade-level mastery 3 questions Phase 5 Multiple choice questions Multiple-choice reading __________________ ENG.08.2.3.XX.033 Read and identify the comprehension questions that B2 - B2+ Part 10 main points of extended texts on concrete demonstrate application of reading Read the text and answer and some abstract topics. skills. Text: a, b or c. - extended Answers implicitly stated. - concrete and abstract topics - informative Text length: 350 words