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S5Le aed Liyolye ONGOING EVALUATION IN YEAR 6 BASIC EDUCATION 2022/2023 Second Term 2 La note de l'orale se calcule comme suit : Note “Speaking Test” sur 10 + Note "Project Work” sur 10 = Note de l'oral 4 MM aghph AeA dg ghee) Daal On sKy all Mal 510 ] Speaking Test | 10marks} Speaking Test | 10marks | Speaking Test. | 10 marks | Project Work 40 marks Project Work 10 marks, Project Work 10 marks H One-hour | Reading | OGmarks | A One-Rour | Listening | OSmaks | A One-hour | Reading | 06 marks End-of- | Language | 08 marks | End-of-term | Language | 08 marks | End-of-term | Language | 08 marks Term test | Writing | 06 marks Test Writing | 06 marks Test Writing | 06 marks | Calcul de la moyenne: Note du devoir écrit sur 20 + Note de l'oral sur 20 ee ennenenemmen 8 Tote1. THE ORAL COMPONENT (20 MARKS) A. The Speaking Test (10 marts) Test takers are tested orally on the acquisitions of the previous lesson at least once each term. The test must be communicative in nature. Describing (a) picture(s) / realia Questions about (a) picture(s) / realia Making a presentation (using visuals) Telling events through pictures Enacting role plays Free interview: The teacher asks open-ended questions about the topic of the previous lesson. me ance B. Project Work (10 mars) The test taker must conduct a project about one of the themes dealt with during the term 2. LISTENING COMPREHENSION (6 MARKS) 2 to 3 listening comprehension questions It consists of a dialogue, a conversation or a presentation totalling 80 words. The linguistic as well as the semantic content of the oral passage is appropriate to the learner's level. To demonstrate comprehension of the content of the listening passage and its organization, the test takers are required to listen and a. tick / underline / circle the most suitable picture(s) related to the details in the passage. b. tick / underline / circle the correct alternative in multiple choice questions c. tick / underline / circle words, expressions, phrases related to the details in the passage d. match pictures, words, expressions, phrases related to the details in the passage. © Pronunciation is tested through one (1) question requiring the test taker to: a. write S(ame) or Diifferent) for words she / he hears. b. tick / underline / circle the corresponding sound of the word she / he hears. 4 P20 eA tna eta) Sal cst y al Raa 51)3. READING COMPREHENSION (6 MARKS) 3 to 4 reading comprehension questions It consists of one linear text totalling 100 words. The linear text is extracted from various sources: stories, magazines or the Internet. The linguistic as well as the semantic content of the text is appropriate to the learner's level. To demonstrate comprehension of the content of the text and its organization, the test taker is required to: a. tick / underline / circle the appropriate alternative in multiple choice questions related to the title or main idea of the text. transfer information by completing a table or a list complete a sentence or a paragraph with information retrieved from the text — the information being a word, a phrase, a date, a figure. tick / underline / circle true or false statements, answer one (1) specific and simple WH question about one detail in the text reorder events as they happen in the text oo soa The test taker gets one (1) mark for each correct answer. 4. LANGUAGE (8 MARKS) The language component consists of 3 tasks testing the assimilation of lexical and grammatical acquisitions in an integrated manner and requiring the test taker to: fill in the blanks in a paragraph with words from a box including one distractor. tick / underline / circle the most suitable alternative in a paragraph. look at picture(s) and complete the paragraph with the right words. match picture(s) with corresponding word(s), expression(s). label picture(s) using words in a list including one distractor. write the synonym or the opposite of underlined words in a sentence or paragraph. 9. put the bracketed verbs in the right tensefform. seaooD The st taker gets (1) mark for each correct answer 4 UB aha I okealgs Lengel ll eal Gy gly al data 4H5. WRITING (6 MARKS) The writing consists of two parts: ‘A. Guided Writing (2 marks) The test taker is tested in one of the following tasks a. Reorder evenly jumbled words to get a meaningful correct sentence. b. Reorder sentences to get a short paragraph cc. Complete a dialogue with the appropriate questions and/or answers The test taker gets half (74) a mark for each correct answer. B, Free Writing (4 marks) The test taker is tested in one of the following tasks: a. Write a 5-sentence paragraph: email /note / post / message / narrative. b. Write one sentence to describe each picture to get a story. (5 pictures) c, Complete each bubble in a comic strip with one sentence. (5 bubbles) 4d. Write a 5-sentence paragraph to describe what is happening in a picture. A Mags t Aa A tag en gt lie a) Seal Ca gSy al yl Aaa FL2022 4 ipl et! Satna ca sSitly gual pl Ma 5 Jy RPL Adept ody lenge lay 5h Acshead) Atoll Aj jute ty) ALN) Big Aco Gl LGEY) ahs ly ie haa gi AGIGA) Aa yall Go GENERAL RECOMMENDATIONS FOR TEST CONSTRUCTION IN PRIMARY EDUCATION |. GENERAL ISSUES The test constructor should 1. vary the themes dealt with in the test components. 2. give clear, simple, precise and concise instructions 3. proof-read / revise for language accuracy and appropriacy and content validity 4, suggest accessible materials and tasks to the average pupil 5. make sure the test taker is familiar with the tasks and question types. 6. avoid heavy cultural load and shocking themes in listening passages , texts, paragraphs, and tasks suggested. 7. avoid time-consuming tasks. 8. have a clear rationale for each suggested task / question 9. avoid testing the same content twice. 10. avoid repetition or overuse of a task / question type 11. avoid suggesting materials taken from coursebooks, national exams and ‘extracurricular workbooks. 12. provide clear and appropriate lay-out. lal leg algay lege ae a} ocala sly gal ll aa 5) (aa)Il. SPECIFIC ISSUES A. SPEAKING TEST 1, Provide clear instructions to the test taker(s). 2. Specify the topic, the communicative situation, the purpose, the audience, and the context. 3. Have a clear rationale behind the mode of interaction during the test + leamers. - learner / teacher two learners. ‘© a group of learners. 4. Administer the ‘Speaking Test’ at the beginning of the session. (3 to 5 minutes approximately). 5. Allow ample time for preparation before asking the test taker(s) to react to the task / question(s) 6. Use the following criteria to score the test taker(s): ‘+ Task achievement. ‘+ Fluency and pronunciation + Lexical range and appropriacy * Grammatical accuracy. © Interaction. B. PROJECT WORK 1. The project could be assigned as individual, group or team work depending on its type. Preferably, assign the project as group/team work whenever possible 2. When assigning the project as group/team work, make sure each learner has a clear role. 3. The project is a process and not a mere product. Undertake some of the steps inclass in order to monitor the learners’ work 4. Use the following criteria to score the learners’ project: «The process. ‘© The final product ‘+ The presentation of the project. C. LISTENING COMPREHENSION The test constructor should 1. consider the number of words. (70 to 80 words for 5" Form / 80 to 90 words for 6” Form) 2. select listening passages from reliable sources. Mpls ALayL kdsalgay Lege lae al pcan Cn gly eal ll Zale 1291 (2/4)3. select listening passages that are suitable to the leamers’ cognitive and educational level as well as their cultural milieu. Consider the familiarity of the language used, the speed of speech by the speaker(s), the familiarity of the accent, the cultural load, etc. 4. make sure the listening passage is clear and that it contains no background noise that might distract the test takers. 5. As regards the pronunciation task * make sure that the provided sounds are familiar to the test takers. * provide two (2) items only for minimal pairs (S or D). * limit the number of sounds to two (2) items in the qué “matching the word with its corresponding sound” D. READING COMPREHENSION. The test constructor should 1. consider the number of words. (100 words) 2. select texts from reliable sources and mention the source on the test paper. 3. vary the questions to demonstrate comprehension of text content and organization. 4. design comprehension questions (3 to 4) according to text suitability for a good exploitation. 5. avoid designing questions which require a variety of possible answers When asking test takers to tick / underline / circle the appropriate alternative in multiple choice questions related to the title or main idea of the text the test constructors should design a correct option and two (2) distractors in the multiple choice items of equal length: containing almost the exact number of words as in the correct option. When asking test takers to complete a sentence/paragraph with words from different paragraphs, test constructors should: 1. indicate in the instructions the paragraphs where the words exist. 2. ask the test taker to identify and copy the words as they are. That is to say without making any changes to the words. In the question type “Answer one (1) specific and simple WH question about ‘one detail in the text”,the detail ranges from one word to one full sentence, but no more. E. Language ‘The test constructor should 1. provide a complete sentence at the beginning of the paragraph.Leave the first sentence ~ and preferably the last one - integral for context's sake 2. do not use incorrect words in the multiple choice items. Raa Al tdalgy lengd lanl) pal Susy gal pl al 5 (3/4)3. spread items and aerate sentences. Do not overload one or two sentences with test items. suggest “base form” in the ‘tense / form task as a rule. strike a balance between tenses and form. 6. vary the items in the multiple choice question /technique (Prepositions, tenses, forms, lexical items, etc.). on and grammatical items are taught in class. F. WRITING TASKS In the free writing task, the test constructor should 1. suggest a topic that should interest and motivate the test taker to write 2. suggest a theme that relates to thecontent of the textbook. 3. design a task that allows the test takers to use their own ideas, activate and reinvest personal knowledge and the acquired language. 4. avoid tasks that are ill-defined. The task should specify the topic, communicative situation, purpose, audience, clear context, genre/text type. 5. suggest a task which is feasible within the time allotted and which doesn't require much background knowledge some pupils might not have. 6. not provide the test takers with helpful notes and hints in the free writing. Give the instructions only. 7. specify the length of the written text, i.e., the number of sentences/lines required The free writing task is scored according to the following criteria * Adherence to task and content adequacy (1 mark) + Lexical appropriacy and grammar accuracy (2 marks) ‘* Mechanical accuracy (punctuation, capitalization and spelling) (1 mark) The criteria must be written on the test paper. Aas AlayAl oldsalgas Longe a] ‘peal sly Bal all Aa L091 4a)