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For the Teacher includes: Summit 1 Assessment includes:
• • • •
An Achievement Test for each of the ten units in Summit 1 A Review Test Test for Units 1–5 A Review Test Test for Units 6–10 A Final Exam
These tests are designed to give students who are using Summit 1 an 1 an opportunity to demonstrate their mastery of what they have studied. All tests include a General Test, a Writing Test, and a Speaking Test. Also included are:
• •
An audioscript for the listening comprehension items Answer keys for all General Tests Tests
ABOUT THE TESTS UNIT GENERAL TESTS
The Unit General Tests Tests offer the oppor tunity to evaluate student prog ress on a unit-by-unit basis. Each General Test Test is designed to be given upon completion of the corresponding unit in the Student’s Book. Each General Test contains 33 items and evaluates students’ progress in:
• Listening • Grammar
• Social language • Reading
• Vocabulary
UNIT SPEAKING AND WRITING TESTS
There is one Unit Speaking Test and one Unit Writing Test Test provided for each of the 10 units in the Student’s Book. These tests evaluate student progress in the speaking and writing skills taught in the corresponding corre sponding units. They are designed to be given separately, separately, to afford the students ample time to produce their spoken and written responses. Each Unit Test contains two items. UNITS 1–5 AND UNITS 6–10 REVIEW GENERAL TESTS
The Units 1–5 and Units 6–10 Review General Tests Tests provide cumulative assessment at midand end-of-term. They are designed to be given after Units 1–5 1– 5 and Units 6–10 respectively. respectively. Each Review Test Test contains 60 items that target the language taught throughout the previous five units. UNITS 1–5 AND UNITS 6–10 REVIEW SPEAKING AND WRITING TESTS
The Units 1–5 and the Units 6–10 Review Speaking and Writing Tests Tests provide additional cumulative assessment of the Speaking and Writing skills. Each test contains several topics for students to choose from. The topics are designed to encourage students to use the language taught in the corresponding five units. Each Review Test Test contains two items.
Summit 1, Third Edition Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is per mitted.
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FINAL EXAM GENERAL TEST
The Final Exam General Test is a cumulative test covering all 10 units. The Final Exam contains 70 items that target the language of all previous units. FINAL EXAM SPEAKING AND WRITING TESTS
The Final Exam Speaking and Writing Tests provide cumulative assessment of the speaking and writing skills covered in all 10 units. Each Final Exam contains two items.
TIMING Each Unit General Test is designed to take approximately 25 to 30 minutes to administer. The Units 1–5 and Units 6–10 Review General Tests and the Final Exam General Test require approximately 50 minutes. Teachers may allow more or less time for any given test, depending on the needs of their students, without affecting the validity of the test. All Speaking and Writing Tests are designed to be conducted at a separate time. Make sure students have ample time to choose their topics and prepare before they speak or write.
SCORING THE TESTS Number of Items
Points per Item
Total Points
Unit General Tests
33
3
99 (add 1 “free” point to equal 100 points)
Unit Speaking Tests
2
20
40
Unit Writing Tests
2
20
40
Units 1–5 Review General Test
60
1
60
Units 1–5 Review Speaking Test
2
20
40
Units 1–5 Review Writing Test
2
20
40
Units 6–10 Review General Test
60
1
60
Units 6–10 Review Speaking Test
2
20
40
Units 6–10 Review Writing Test
2
20
40
Final Exam
70
1.4
98 (add 2 “free” points to equal 100 points)
Summit 1, Third Edition Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is per mitted.
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SCORING RUBRICS FOR SPEAKING AND WRITING In order to evaluate the Speaking and Writing items, use the following r ubrics. SUMMIT 1
SPEAKING RUBRIC 1
Appropriateness
[Total 20 Points] 2
3
4
Can produce words,
Can produce a range
Can produce a good
Can condently pro-
phrases and struc-
of vocabulary, struc-
range of vocabu-
duce a good range of
tures appropriate to
tures and functions
lary, collocations
vocabulary, collo-
the topic or talk or
appropriate to the
and functions and
cations and some
conversation but of-
task. Manages the
express ideas and
complex functions.
ten needs assistance
talk or interaction
opinions relevant to
Is able to express
or prompting.
with a limited range
the talk or conversa-
ideas and opinions
of functional lan-
tion. Able to para-
relevant to the talk or
guage.
phrase and avoid
conversation without
repetition. Pauses to
obviously searching
search for complex
for words.
language.
Completeness
Addresses only
Addresses some
Addresses most
Addresses all as-
limited aspects of the
aspects of the talk
aspects of the talk
pects of the talk or
given talk or does not
or conversation.
or conversation.
adequately com-
adequately complete
Interactions are
Interactions are ade-
pletes the conversa-
incomplete.
quately complete.
tion, utilizing a broad
the conversation.
lexical repertoire, including idiomatic expressions.
Accuracy
Can control most
Can generally control
Can communicate
Can condently com-
basic structures and
most basic and some
accurately with a
municate with accu-
functions limited to
complex structures
good range of struc-
racy on a wide range
the task but mistakes
and functional
tures and functional
of topics. Makes oc-
occur when trying
language. Makes
language. May make
casional errors when
to express more
mistakes when using
some mistakes when
dealing with complex
complex ideas or
more complex struc-
talking about very
abstract topics but
dealing with unfamil-
tures or talking about
unfamiliar or more
these do not prevent
iar situations.
unfamiliar or abstract
abstract topics but
understanding. Can
topics. Uses a range
can self-correct or
self-correct.
of structures appro-
reformulate.
priate to the task. (continued)
Summit 1, Third Edition Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is per mitted.
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1 Quality of Interaction
2
3
4
Can participate in
Can adequately
Can comfortably take
Can condently
most of the task
maintain and develop
the lead in the task
express ideas and
and exchanges
the task interaction
exchanges and is
opinions with preci-
appropriate to it. Can
and show coherence
sensitive to turn-tak-
sion and present and
sometimes initiate
on extended contri-
ing. Can expand co-
respond to complex
interaction and
butions including on
herently and appro-
lines of argument
offer some extended
some abstract topics.
priately on points and
convincingly. Can
contributions. Can
Can respond exibly
clearly express and
help develop discus-
sometimes reformu-
and reformulate re-
invite points of view,
sions by consistently
late responses and/
sponse if necessary.
although not always
following up on
or ask for clarication
uently on unfamiliar
statements and in-
when necessary.
topics. Can refor-
ferences. Can select
mulate responses
language appropriate
with ease and check
to the context and
understanding.
audience and paraphrase where necessary. Rarely needs to ask for clarication.
Complexity
Can connect simple
Can communicate
Can maintain and
Can present clearly
clauses and sen-
using longer stretch-
develop extended
focused information
tences although
es of connected
responses using
and points of view
pausing and repair
clauses and func-
appropriate language
using extended
can interrupt the ow
tional language (e.g.,
to express evalua-
stretches of lan-
of longer responses.
cause and effect,
tion, support ideas
guage. Can talk
Can maintain a de-
compare, contrast).
and give relevant
about a variety of
scription or narrative
May need to pause
examples. Can use
topics and effec-
using linking words
or repair when han-
cohesive devices to
tively connect ideas
and devices. Gener-
dling more complex
connect arguments
and arguments with
ally intelligible and
matters. Uses stress
though this may
complex language.
can use basic stress
and intonation to
break down at times
Occasional hesitation
and intonation to
support meaning.
or need reformulat-
when searching for
ing. Uses stress and
expressions. Uses
intonation effectively
stress and intonation
to convey meaning
to convey meaning
and hesitations are
effectively.
support meaning.
only minor.
Summit 1, Third Edition Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is per mitted.
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Page 5 of 7
SUMMIT 1 Appropriateness
Completeness
WRITING RUBRIC
[Total 20 Points]
0/1
2
3
4
Can write simple, isolated phrases and sentences, with limited complexity or depth. Can write short messages with some errors. Writing contains errors of expression and coherence. May be difficult to read.
Can write complete but basic sentences and phrases on familiar topics and personal information, utilizing simple connectors. Can produce familiar forms of everyday routine utilizing simple structures. Can describe basic feelings and reactions in simple, connected text.
Can write straightforward paragraphs and simple, brief essays on known topics and routine information. Can offer opinions, summarize, and report on familiar subjects with some confidence. Can narrate a story and give basic details of an event.
Can confidently write clear, detailed information on a wide variety of general and familiar topics, using functional language to express opinions. Can systematically develop and present a focused description, nar rative, or argument, with supporting details for or against a particular point of view with complex language. Can evaluate, synthesize, and summarize information from other sources. Can produce standard features of different text types appropriately.
Addresses only Addresses some limited aspects of the aspects of the topic topic or prompt. or assignment. Has limited control of basic structures, phrases and isolated words. Can spell personal details but otherwise may have frequent misspellings Does not adequately complete the task.
Has control of a set of basic structures, words and phrases for everyday situations but makes basic mistakes when dealing with all but the most familiar forms of writing.
Can write an adequate description or narrative as part of an article or review. Can express opinions in short simple essays on familiar topics. Can incorporate some relevant detail from external sources. Addresses most aspects of the topic, or assignment. Can link a series of shorter, discrete, simple elements into a connected, linear sequence of points. Can write in appropriate paragraphs and generally maintain logical ordering of information across the whole text.
Addresses all aspects of the topic or assignment. Paragraphs include topic statements. Essays include three paragraphs. Sentence length is appropriate to the task. Can use paraphrase to avoid repetition. Has a good range of discourse devices but lexical gaps can still cause circumlocution. (continued)
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0/1 Accuracy
Has a limited range of words, basic structures and phrases related to personal details or very familiar routine topics. Vocabulary is limited to basic needs and may be repetitive. May have limited control of grammatical structures. Makes frequent mistakes in punctuation of less familiar formats and in spelling of less familiar words.
2 Generally uses an appropriate range of words, structures and phrases for familiar and everyday forms of writing. Can produce a basic range of functional language in simple form. Vocabulary is usually appropriate to topic. Makes some mistakes in punctuation of less familiar formats and in spelling of less familiar words.
3 Communicates with good degree of accuracy in familiar formats. Generally uses vocabulary appropriate to the topic. Makes few mistakes in punctuation of less familiar formats and in spelling of less familiar words.
4 Communicates with accuracy on most topics and in most contexts. Uses a good range of vocabulary, collocations and functions and can express ideas and opinions on some abstract and cultural topics. May make errors in very unfamiliar or abstract topics but these do not prevent understanding. Makes very few mistakes in punctuation and with only less familiar formats and in spelling of less familiar words.
Clarity
Can write a short, basic message but may not always use appropriate openings and closings; may lack logical ordering. Can complete forms with basic personal details and write basic lists, with frequent misspellings.
Can write short, simple notes and messages relating to matters in areas of immediate need. Can write a very simple informal, personal email/letter with generally appropriate opening and closing. Can connect simple clauses and sentences. Has very limited understanding of features of text.
Has a good understanding of standard features of texts when dealing with familiar topics or contexts for an article, review or informal letter/email. Ideas are presented in generally organized and clear manner.
Can write with clarity on most topics. Ideas are well organized, and presented in a clear and logical manner. Utilizes transitions appropriately. Details and supporting material are used as necessary to clarify and illustrate ideas. Can use cohesive devices to connect arguments across paragraphs though this may be awkward in places. (continued)
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Complexity
0/1
2
3
4
Writing shows very limited variety of sentence structure. Short sentences are often disconnected, but sometimes can connect simple clauses and sentences. Has very limited range of words and phrases, primarily related to personal details.
Uses a somewhat appropriate range of words, structures and phrases for familiar and everyday forms of writing. Can produce a basic range of simple, functional language.
Uses a range of words, structures and simple collocations. Can use functional language to deal with less familiar but everyday topics e.g. complaining, refusing, etc. but can only produce a very limited range of more complex language.
Uses a good variety of vocabulary, sentence structures, and functions, and can express ideas and opinions on some abstract and cultural topics.
Summit 1, Third Edition Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is per mitted.
Can paraphrase to avoid repetition. Has a good range of discourse devices but lexical gaps can still cause circumlocution.
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