Evaluation & Key Competences

Evaluation overview 1 Tests Teacher’s Notes

Literacy evaluation 4 Marking grids 87

Transcripts and answers 94
Speaking evaluation 5
Introduction to the
Standard tests Key Competences 119
Unit 1 6 Key Competences evaluation and
Learning standards 121
Unit 2 9
Unit 3 12 Introduction to the Portfolio 127
Unit 4 15 Language I can use 128
Unit 5 18 Self-evaluation: I can … 130
Unit 6 21
Learning strategies 131
Extension Unit 24
Course certificate 132
Term 1 27
Term 2 31
Term 3 35
End of year 39

Challenge tests
Unit 1 43
Unit 2 47
Unit 3 51
Unit 4 55
Unit 5 59
Unit 6 63
Extension Unit 67
Term 1 71
Term 2 75
Term 3 79
End of year 83
 Evaluation overview
Welcome to the Evaluation and Key Competences section of
this Teacher’s Resource Material for Amazing Rooftops 6. This
material will help you to evaluate what your children have
learned. It is divided into two parts: tests and evaluation in
terms of the Key Competences.
From the beginning of Primary education, evaluation
should be integrated into the teaching–learning process,
combining formative (or continuous) assessment with (more
formal) summative evaluation. A proper evaluation requires
observation and measuring tools, which combine to give
both information about the children and an assessment
of the evaluation process. As part of this process, we need
to take into consideration the development of the Key
Competences and the children’s own self-evaluation.
In this Teacher’s Resource Material, we offer two types of
evaluation tool.
1 Formative and summative tests There is an extensive
range of tests, along with answers, transcripts and
marking schemes. There are six formative Unit tests and
three summative Term tests at two levels (Standard and
Challenge).
2 Formative evaluation grids The evaluation grids provided
can be used to record and assess the progress of each
child, in terms of speaking, Literacy and the development
of the Key Competences.
Key Competences
Key Competence-based evaluation is being recognized as
increasingly important in the foreign-language classroom. On
pages 119–120, you will find a more detailed description of
the Key Competences, which you can use together with the
formative evaluation grids to help you assess your children’s
Key Competences in English.
Evaluation for the teacher
Formative and summative tests
The tests offer the opportunity to assess children formatively
and summatively. They reflect the target language of the course
and the types of activities that the children usually do, and have
been developed in accordance with the Key Competences. In
addition, Tests evaluation grids are provided so that you may
easily record test results throughout the year.
See pages 3–4 of this section for more information on the
Amazing Rooftops 6 tests.
Formative evaluation grids
Provided are a Speaking evaluation grid and Key
Competences evaluation grids, all of which are
photocopiable. The optional Speaking evaluation grid
offers opportunities to assess speaking regularly throughout
the year. The optional Literacy evaluation grid is related to
the book club lesson and offers an opportunity to assess
children’s literacy skills in an extended reading context. See
page 4 for more information on how to use the Speaking
evaluation and Literacy evaluation grids with your class.
Amazing Rooftops 6  © Oxford University Press
The most appropriate way to assess the Key Competences
is through observation, and so three Key Competences
evaluation grids have been provided to use with each of the
projects in the Class Book. See page 119 for more information
on how to use the Key Competences evaluation and Literacy
evaluation grids with your class.
Gradetracker
The Gradetracker provided is an easy-to-use Excel®
spreadsheet, which allows you to transfer your children’s
marks from the Tests evaluation grids and the Key
Competences evaluation grids into a useful digital format.
(Please note that the Speaking or Literacy evaluation aren’t
included in the Gradetracker as this is an optional assessment
tool.) The spreadsheet allows you to not only quickly access
each child’s individual grades, but the helpful Class overview
sheet also allows you to view your whole class’s marks at a
glance.
To use the Gradetracker, simply follow these steps:
1 First, enter the names of all the children in your class in the
Student Name column on the Class overview sheet. Your
children’s names will then automatically appear in the
other sheets in the Gradetracker.
2 Depending on which evaluation method your children
have completed, click on the relevant sheet (Standard tests,
Challenge tests or the Key Competences evaluation (1) or
(2)). Input the mark for each student (maximum marks are
always provided for reference), and the total mark and class
averages will be automatically generated.
3 Return to the Class overview sheet, and you will be able
to view at a glance the whole class’s marks (as well as
automatically generated percentages) as entered in each of
the relevant sheets.
Self-evaluation for the children
Self-evaluation is a key part of the learning process and of
the development of the Learning to learn Key Competence.
It is important that the children realize that when they are
evaluating themselves you are not testing them; instead,
self-evaluation should be viewed as a key motivating factor,
encouraging the children to think about their learning and
to take ownership of their language learning. A variety of
activities are provided in the Class Books that promote learner
awareness and self-administered evaluation. In Lesson 5 of
each unit, for example, the pupils are asked to assess the story
after they have read it, encouraging them to consciously
reflect on the learning process. The project page evaluation
guides children to reflect on what they have achieved in each
stage of the project. This type of self-conscious evaluation
and decision-making is an essential step in encouraging
pupils to individualize their learning and develop a sense of
learner autonomy.
1
 Tests introduction
The Amazing Rooftops 6 tests are designed to motivate the
children in English and to give a sense of achievement as they
progress through the course. The tests offer the opportunity
to assess children both formatively and summatively, and
are offered at two levels: Standard and Challenge, with the
Challenge test providing variety and difficulty. Depending on
the ability of your children, please choose either the Standard
or Challenge level tests.
• The formative assessment consists of the Unit tests. In
the Unit tests, there are three test sheets at both Standard
and Challenge level. The Unit tests cover four skills: Reading
and Writing, Listening and Speaking in that order. Speaking
can also be tested on a more flexible and continuous basis
in the classroom using the Speaking evaluation grid on
page 5.
• The summative assessment consists of the Term tests,
which measure progress after the children have completed
a term’s work and will test core language. The term
tests cover all four skills: Reading, Writing, Listening and
Speaking, in that order.
The Amazing Rooftops 6 tests will also help to prepare
your children for external exams, such as the Trinity and
Cambridge English: Young Learners exams, as well as state-
sponsored exams by introducing them to more formal test-
taking conditions in a non-intimidating way. Moreover, the
activities in the tests have been carefully designed to echo
the most current exam activity types, helping the children to
start to familiarize themselves with the tests and build their
confidence with regard to sitting external exams.
How to administer the tests
Do not expect your children to be able to do the tests without
proper preparation. It is essential to offer lots of support to
ensure the test results reflect the children’s full potential.
You could use the Unit 1 Standard test as an example (or,
if you wish, use the Unit 1 Challenge test if you have a
particularly high-achieving class), and complete the test with
the whole class as part of a normal lesson. Lead the children
through the tasks step by step and clarify what is required at
each stage. Learning from mistakes is a vital part of learning
and using the mistakes of children as they complete the first
test is valid preparation for the others. Also encourage the
children to correct each other’s mistakes – it’s important that
they learn to do this sympathetically.
Only have children do the tests under exam conditions
when they are confident and familiar with the test format.
For the Unit 2 test, you could do the tasks one skill at a time,
reminding children at each stage what is expected of them
in each task. Children could then do the Units 3–6 tests
independently without support. If however you feel that
an element of support would still be beneficial for some
children, continue to provide it.
Amazing Rooftops 6  © Oxford University Press
All of the tests contain numerous pictures which can be used
to practise listening and speaking. Enlarge these or use them
on the IWB to practise or elicit language. This revises language
or can be used to prepare children for the relevant speaking
test. Also make sure that children are familiar with all the rubrics
used in the tests. They should have seen most of the rubrics in
the Class Book or Activity Book, but it is still wise to check the
children are familiar with the rubrics before they start.
The Tests evaluation grids have been provided on pages
87–93 to allow you to record the children’s marks from the
tests. Complete the grid for each child, filling in their name
and recording their marks throughout the year for all the Unit
and Term tests.
How to administer the Speaking
evaluation
The Speaking evaluation grid supplements the tests by
offering an optional and flexible means of assessing speaking
continuously during lessons throughout the year, rather than
in a more formal test situation.
When using the grid, aim to evaluate all the children on the
same activity to ensure consistency, assessing a few children
at a time over a few sessions. Look at the grid and decide in
advance which of the unit’s lessons / activities you will use to
evaluate the children and which children are to be evaluated.
Complete the grid for each child, filling in the unit and name.
Record a score out of 10 for each lesson / activity by referring
to the marking scheme provided and by following the
guidelines outlined in the grid. Then add up the scores to give
a total score for speaking, as well as noting any observations on
the children, such as areas to improve, achievement and effort.
How to administer the Literacy evaluation
The Literacy evaluation grid enables you to evaluate your
children’s reading and writing skills against learning standards
for Literacy. The learning standards apply to comprehension
and production of written texts and so the grid is ideal for use
with the Book Club lessons, but it can be used with any other
lessons or activities which involve reading and writing.
When using the grid, aim to use the same activities to ensure
consistency of evaluation. Decide in advance which lessons
/ activities you will use to evaluate the children and which
children are to be evaluated.
Complete the grid for each child, filling in the unit and name.
Record a score out of ten for each lesson / activity by referring
to the marking scheme provided.
Then add up the scores to give a total score for Literacy, as
well as noting any observations about areas to improve or
achievement.
2

How to prepare children for the tests
As young learners need constant recycling of language, here
are some additional games and resources that can be used
to help consolidate language from the course and help the
children to prepare for the tests.
Games
To help children practise vocabulary you can use some of the
following games and ideas.
Alphabet game Give a letter of the alphabet and a category
of vocabulary and ask children to say a word as quickly as they
can. For example:
Teacher: jobs: S
Child: scientist
Once children are confident, ask them to continue in pairs.
Articles game Say a word from any category and
children say if it is a or an.
Last and first letters Go round the class with a word game.
The first child says a word and the next child has to say
another word that begins with the last letter of the previous
word. For example:
gymnastics ➞ snake ➞ excited ➞ daughter
The aim is to get all round the class without repeating a word.
Memory game Children look at words in a category, e.g.
clothes, for one minute then turn their books over.
Teacher: What (places) can you remember?
In a minute Choose a category, e.g. activities. Children say as
many activities as they can in a minute.
Ping pong Divide the class into two teams and sit them in
two lines facing each other. Say a category e.g. adjectives. The
‘ball’ is hit between the teams as they say a word from that
category. The teacher walks along the lines pointing to the
child whose turn it is to speak.
Categories Write category titles on the board e.g. animals
and food, then say words and children have to point to the
correct categories.
Games with mini picture cards, wordcards
and real objects
Bingo This practises recognition of the vocabulary. Children
select any six cards and lay them on their desks. The teacher
calls out twice a word at random from the lists. Children who
have that card on their desks turn it over. The first child to turn
over all six of their cards shouts Bingo! and has won.
Amazing Rooftops 6  © Oxford University Press
Tests introduction
Name the cards Stick pictures on the board so that children
can only see the backs of the cards. Then number them one
to ten. Give a clue and ask children to guess the first card. If
they guess correctly, turn it over and let them see it briefly.
Then turn the card over again. The object of the game is to
name all ten items correctly in turn without clues.
What’s this? Children take turns picking up a card and asking
What’s this? Their partner has to respond with the correct
answer or lose the round.
Nought and crosses Select nine of the cards to revise and
play Noughts and crosses. Draw a noughts and crosses grid
on the board, as shown..
Other resources
Class Book The large image on the page in Lessons 1 and 2
and the smaller images in Lesson 5 include all the core
vocabulary of the unit, and so these pages can be used as
an accessible and quick visual recap of the language they
will need for each Unit test. Likewise, the three review units
in the Class Book draw together all the core vocabulary and
target grammar from each term, providing a useful source of
preparation for the Term tests.
Activity Book The Activity Book provides an ideal option
for preparing children for the tests by consolidating and
reinforcing the language from the course. The Picture
Dictionary pages at the back of the Activity Book also offer a
quick and useful reading, writing and listening reference for
each unit’s core vocabulary.
Reinforcement and Extension worksheets The
Reinforcement and Extension worksheets provided focus
attention on written outcomes and so help prepare students
for the Reading and Writing part of the tests in particular.
They also serve as an excellent means of reinforcing the core
language and building the children’s cognitive skills in a way
that will build their confidence ready for the tests.
i-Progress check The i-Progress check is an extra evaluation
tool. Children access it online and complete engaging review
activities after every two units. This continuous assessment
will help children achieve even better results in their unit,
term, and end of year tests.
3
 Literacyevaluation Assessment criteria
10: Excellent 8–9: Very good 6–7: Good 5: Adequate 1–4: Needs improvement
Unit

Amazing Rooftops 6 
Name Comprehension of written texts Production of written texts Total Observations
Knows and Recognizes high-frequency, Fulfils the Knows how to use
applies basic written lexis related to communicative basic syntactic
strategies everyday situations and functions of a structures in
in order to common topics related to written text written texts
understand gist, experiences, needs and
key information interests, using clues from
or main points of the text to understand
a text meaning

/10 /10 /10 /10 /40

PHOTOCOPIABLE   © Oxford University Press

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

Notes 2 Applying the marking scheme

1 Standardizing evaluation Use the marking scheme key to award marks out of 10 for each assessment opportunity.
Be sure to assess each child on the same item. Add observations on areas to improve, achievement and effort throughout the year.

4
 Speakingevaluation Assessment criteria
10: Excellent 8–9: Very good 6–7: Good 5: Adequate 1–4: Needs improvement
Unit

Amazing Rooftops 6 
Name Pairwork activity Everyday Dialogue Project Total for Observations
(Lesson 1) / language (Lesson 8) Presentation Speaking
(Lesson 2) (Lesson 4) (Projects)
Participates in a Participates Participates in Delivers a
short dialogue in everyday a dialogue with presentation about
using the target exchanges appropriate their project
language sounds, stress and
intonation

/10 /10 /10 /10 /40

PHOTOCOPIABLE   © Oxford University Press

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

/10 /10 /10 /10 /40

Notes
1 Standardizing evaluation 2 Applying the marking scheme
Be sure to assess each child on the same item. Use the marking scheme key to award marks out of 10 for each assessment opportunity.
Add observations on areas to improve, achievement and effort throughout the year.