English Assessment Planner PDF 2024-2025

English Assessment Planner Level 5.1 Grade 8 General 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 comple...

English Assessment Planner Level 5.1 Grade 8 General 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 Advantage – Grade 8 Grade 8 General (BtS Book 8) 5.1 Level 4 4 A2+ - B1 705L - 1210L 39 - 46 EmSAT 775 - 950 Curriculum Frameworks Assessed: English Language Curriculum Framework for Excellence Literacy and Communication Framework English Language Learning Continuum Coverage Topic(s): Travel, looking back, places. ECFE Grammar Prerequisite GSE Grammar Functional Language Can express sufficiency and insufficiency with 'enough' and 'too'. Can ask about quantities using 'how (39) Determiners: quantifiers much/many' with count and uncountable nouns. (30) Can use 'no' as a quantifier to indicate the absence or lack of something. (39) Can use the present perfect to refer to personal experiences in the past. Comparing and contrasting Present time: present perfect Can use negative forms of the (41) simple past. (29) Describing past experiences and Can form questions using the events present perfect with 'ever'. (41) Can use the present continuous to Expressing preference Past time: past continuous Can distinguish between the past refer to events at the time of simple and past continuous. (40) speaking. (30) Can qualify adverbs with 'really/quite/very'. (41) Adverbs: degree Can use a range of common adverbs of frequency. (33) Can qualify adverbs with 'too/enough'. (45) Core Lexis Travel Looking back Places atmosphere ancient barber climate culture bookshop dangerous customs environment destination goods gift shop explore modern pharmacy facilities society post office wildlife trade underground Term 1 Assessments Weighting Assessment Term Year School-based 40% 15% Assessment 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 Paper Summative Assessment 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 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.05.4.3.XX.008 Use own and others’ ideas to plan and Students are given an academic essay topic related to the coverage topics. develop ideas before writing. They produce a plan before writing the essay. ENG.05.4.2.XX.015 Apply spelling rules and conventions with consistency when writing. Potential for peer review and further drafts produced based on teacher / peer Process writing comments. ENG.05.4.3.XX.016 Use a range of basic language structures in writing. ENG.05.4.3.XX.009 Write simple, structured paragraphs Potential to reinforce learning of language structures or vocabulary by requiring that contain a topic sentence and supporting details. their inclusion in the essay. ENG.05.2.3.XX.011 Read and understand the overall meaning of simple, extended texts on familiar and concrete topics. ENG.05.2.3.XX.012 Read and identify specific information in simple, extended texts on familiar and concrete topics. ENG.05.2.3.XX.013 Read and understand details in simple, extended texts on familiar and concrete topics. Students are given a topic that aligns with the coverage topics. They research ENG.05.2.3.XX.014 Read and identify the main points of and write a presentation on the topic, either individually, in pairs or as a group. simple, extended texts on familiar and some unfamiliar They present to the class. concrete topics. ENG.05.2.3.XX.016 Make connections when reading Potential to reinforce learning of language structures or vocabulary by requiring Project presentation simple texts on familiar and concrete topics. their inclusion in the presentation. ENG.05.4.3.XX.008 Use own and others’ ideas to plan and develop ideas before writing. Potential to assess speaking and listening outcomes if a question and answer session forms part of the presentation to the class. ENG.05.4.2.XX.015 Apply spelling rules and conventions with consistency when writing. Potential for peer assessment. ENG.05.4.3.XX.016 Use a range of basic language structures in writing. ENG.05.4.3.XX.007 Write simple texts on familiar and concrete topics. ENG.05.4.3.XX.009 Write simple, structured paragraphs that contain a topic sentence and supporting details.  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.05.2.3.XX.011 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 simple, extended texts on familiar and read. This could be linked to Literature Lessons from the coursebook, if concrete topics. available. ENG.05.2.3.XX.012 Read and identify specific information in simple, extended texts on familiar and concrete topics. Students either produce a general report on what they have read that ENG.05.2.3.XX.013 Read and understand details in summarises the main points (writing outcomes could also be assessed here). simple, extended texts on familiar and concrete topics. Reading journal They could reflect in basic terms about what they have read. Alternatively, a ENG.05.2.3.XX.014 Read and identify the main points of series of questions could be posed that lead them to provide a detailed report. simple, 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.05.2.3.XX.016 Make connections when reading simple texts on familiar and concrete topics. reading. Students could also present their reports to the class and discussions around the themes raised could provide opportunities to assess speaking LL4.R.P.2 Consider how information from 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 Paper exam ECFE Alignment: Level 5.1 Term Weighting: 40% Domain: Reading and Writing Question Type and Number of Questions and Sections Outcomes Assessed Constructs Instruction Question Description Remember and Understand ENG.05.4.3.XX.008 Use own and others’ ideas to plan and develop ideas before Application and Analysis writing. 5 marks, marked using a rubric Writing task Higher-order thinking __________________ ENG.05.4.2.XX.015 Apply spelling rules Students are asked to produce at Part 1 and conventions with consistency when A: Foundational proficiency least one sentence that contains Free-response opinion writing. B: Grade-level mastery question their opinion about the topic of an C: Advanced application ENG.05.4.3.XX.016 Use a range of basic essay prompt. language structures in writing. Phase 4 A2+ - B1 ENG.05.4.3.XX.008 Use own and others’ Remember and Understand ideas to plan and develop ideas before writing. Application and Analysis ENG.05.4.2.XX.015 Apply spelling rules Higher-order thinking Writing task 5 marks, marked using a rubric and conventions with consistency when Part 2 __________________ A: Foundational proficiency writing. Students are asked to produce a Free-response plan B: Grade-level mastery ENG.05.4.3.XX.016 Use a range of basic plan to answer an essay prompt. C: Advanced application language structures in writing. Phase 4 ENG.05.4.3.XX.007 Write simple texts on familiar and concrete topics. A2+ - B1  ENG.05.4.2.XX.015 Apply spelling rules Remember and Understand and conventions with consistency when writing. Application and Analysis ENG.05.4.3.XX.016 Use a range of basic 25 marks, marked using a rubric Higher-order thinking Writing Task language structures in writing. __________________ Part 3 Students are asked to produce an A: Foundational proficiency ENG.05.4.3.XX.007 Write simple texts on extended text in response to a B: Grade-level mastery Extended response familiar and concrete topics. prompt and three bullet points. C: Advanced application ENG.05.4.3.XX.009 Write simple, structured paragraphs that contain a topic Topics: Travel, looking back, places. sentence and supporting details. Expected text length: 70 words Higher-order thinking Inference - 2 marks, marked using a rubric C: Advanced application LL4.R.In.1 Infer complex information A free-response inference question Free-response question needed for comprehension when it is not Phase 4 that tests deep understanding of the __________________ directly stated in complex, extended texts. text. B1 – B1+ Part 4 Read the text and answer LL4.R.P.2 Consider how information from Justification – 3 marks, marked the question. Use full extended texts can be used after reading Text: using a rubric sentences. or listening. - extended - concrete and abstract topics A free-response justification of the - narrative student’s answer to the inference question. Text length: 230 words SwiftAssess exam ECFE Alignment: Level 5.1 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 MAZE task 5 questions Phase 2 multiple-choice questions ENG.02.2.3.XX.002 Read and identify __________________ Gap-fill sentences within a MAZE Part 5 familiar words and set phrases in short, A1 – A1+ text that test students’ awareness of simple texts on familiar topics. Read the text and answer basic grammar and sentence - simple a, b or c. phrasing. - familiar - informative Text length: 80 words Remember and Understand B: Grade-level mastery MAZE task 9 questions Phase 4 multiple-choice questions __________________ ENG.05.2.2.XX.012 Recognise key Gap-fill sentences within a MAZE Part 6 A2+ - B1 features of text organisation and structure. text that test students’ awareness of Read the text and answer at-level grammar and sentence - simple, extended a, b or c. phrasing. - familiar and concrete topics - informative Text length: 200 words  Application and Analysis A: Foundational proficiency 6 questions Phase 2 Multiple-choice questions Multiple-choice reading __________________ LL1.R.I.2 Identify specific ideas or pieces comprehension questions that A1 – A1+ Part 7 of information in short, simple texts. demonstrate application of reading Read the text and answer skills. Text: a, b or c. - simple Answers explicitly stated. - familiar - informative Text length: 250 words Application and Analysis B: Grade-level mastery 2 questions ENG.05.2.3.XX.011 Read and understand Phase 4 Multiple-choice questions the overall meaning of simple, extended Multiple-choice reading __________________ texts on familiar and concrete topics. comprehension questions that A2+ - B1 Part 8 demonstrate application of reading Read the text and answer ENG.05.2.3.XX.016 Make connections skills. Text: a, b or c. when reading simple texts on familiar and - simple, extended concrete topics. Answers explicitly and implicitly - familiar and concrete topics stated. - narrative Text length: 200 words  Application and Analysis B: Grade-level mastery 5 questions ENG.05.2.3.XX.012 Read and identify Phase 4 Multiple choice questions specific information in simple, extended Multiple-choice reading __________________ texts on familiar and concrete topics. comprehension questions that A2+ - B1 Part 9 demonstrate application of reading Read the text and answer ENG.05.2.3.XX.013 Read and understand skills. Text: a, b or c. details in simple, extended texts on familiar - simple, extended and concrete topics. Answers explicitly stated. - familiar and concrete topics - informative Text length: 250 words Application and Analysis B: Grade-level mastery 3 questions Phase 4 Multiple choice questions ENG.05.2.3.XX.014 Read and identify the Multiple-choice reading __________________ main points of simple, extended texts on comprehension questions that A2+ - B1 Part 10 familiar and some unfamiliar concrete demonstrate application of reading Read the text and answer topics. skills. Text: a, b or c. - simple, extended Answers implicitly stated. - familiar and concrete topics - informative Text length: 250 words