Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 1

Short Test 2 Specification Tables

Grade 1

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 2

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 3

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 4

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 5

Writing Rubric

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 6

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 7

Grade 2

Writing Sentences and Answering Questions Rubric for Grade 2

Indicators Mark/10

Student gives a full sentence / correct answer with all needed information and correct spelling and punctuation. 2

Student gives a full sentence / correct answer, but with a problem in word order, choice of words, grammatical errors or spelling and punctuation. 1

Student doesn’t give an appropriate answer. / There is no answer. 0

Grade 3

Writing Sentences and Answering Questions Rubric for Grade 3

Indicators Mark/10

Student gives a full sentence / correct answer with all needed information and correct spelling and punctuation. 2

Student gives a full sentence / correct answer, but with a problem in word order, choice of words, grammatical errors or spelling and punctuation. 1

Student doesn’t give an appropriate answer. / There is no answer. 0

2 - Short Test 2 Points DoK I. Grammar 5 Circle the correct answer a or b. - 5 SR items (Trimester Textbook Grammar Items). (2 options) (5 X 1) 5 1

II. Writing 15 A. Fill in the missing letters. (4 X ½) - 4 missing letters in words for given pictures. (2 vowels and 2 consonants) 2 1

B. Write the following sentence in neat handwriting. 3 1 C. Answer the following questions in full sentences. - 5 varied and thematically-related wh-questions. (5 X 2) 10 1

Total 20

3 - Short Test 2 Points DoK I. Grammar 5 Circle the correct answer a, b or c. - 5 SR items (Trimester Textbook Grammar Items). (3 options) (5 X 1) 5 1

II. Writing 15 A. Fill in the missing letters. (4 X ½) - 4 missing letters in words for given pictures. (2 vowels and 2 consonants) 2 1

B. Write the following sentence in neat handwriting. 3 1 C. Answer the following questions in full sentences. - 5 varied and thematically-related wh-questions. (5 X 2) 10 1

Total 20

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 8

Grade 4

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 9

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 10

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 11

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 12

Writing Rubric

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 13

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 14

Grade 5

Writing Sentences and Answering Questions Rubric for Grade 5

Indicators Mark/6

Student gives a full sentence / correct answer with all needed information and correct spelling and punctuation. 2

Student gives a full sentence / correct answer, but with a problem in word order, choice of words, grammatical errors or spelling and punctuation. 1

Student doesn’t give an appropriate answer. / There is no answer. 0

Writing a Paragraph Rubric for Grade 5

Content (Ideas and Organization) (6 marks) 5-6 3-4 1-2 0

Text consists of reasonably well- developed, logically sequenced ideas which address the prompt with some depth.

Text consists of some relevant ideas, including some supporting detail. There is some attempt at organization.

Incomplete or irrelevant ideas convey some meaning but don’t achieve the task, OR ideas are very limited in number and loosely connected.

Insufficient text to assess on this category, OR no meaning conveyed, OR text copied.

Cohesion (2 marks) 2 1.5 1 0

Appropriate use of a range of cohesive devices, including determiners (articles, this, that some, any pronouns and conjunctions (e.g. so, after, before, when, however).

Some use of basic cohesive devices, e.g. basic conjunctions (and, but, because).

Use of cohesive devices may be limited to pronouns only (beyond I/my). Sentences tend to be disjointed.

Insufficient text to assess on this category, OR no/incorrect use of cohesive devices.

Syntax (2 marks) 2 1.5 1 0

Good variety of sentences, which may be compound or complex. Only minor or occasional errors.

Generally simple sentences with some errors. Message is generally clear.

Sentences tend to be incomplete. Errors are frequent and impede meaning, OR writing may rely on a single simple sentence structure

Insufficient text to assess on this category, OR text copied, OR writes individual words or phrases only.

5 - Short Test 2 Points DoK I. Grammar 10 Correct the words between brackets. (5 X 2) - 5 items (only root forms).

10 2

II. Writing 20 A. Fill in the missing letters. (4 X 1) - 4 missing letters in meaningful sentences. (2 vowels and 2 consonants)

4 1

B. Write THREE meaningful sentences about …. - 3 varied and thematically-related sentences. (3 X 2)

6 1

C. Write a paragraph of about 30 - 50 words, using the guide words / phrases provided.

10 2

Total 30

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 15

Grade 6

Writing Sentences and Answering Questions Rubric for Grade 6

Indicators Mark/3

Student gives a full sentence / correct answer with all needed information and correct spelling and punctuation. 1

Student gives a full sentence / correct answer, but with a problem in word order, choice of words, grammatical errors or spelling and punctuation. ½

Student doesn’t give an appropriate answer. / There is no answer. 0

Writing a Paragraph Rubric for Grade 6

Content (Ideas and Organization) (6 marks) 5-6 3-4 1-2 0

Text consists of reasonably well- developed, logically sequenced ideas which address the prompt with some depth.

Text consists of some relevant ideas, including some supporting detail. There is some attempt at organization.

Incomplete or irrelevant ideas convey some meaning but don’t achieve the task, OR ideas are very limited in number and loosely connected.

Insufficient text to assess on this category, OR no meaning conveyed, OR text copied.

Cohesion (2 marks) 2 1.5 1 0

Appropriate use of a range of cohesive devices, including determiners (articles, this, that some, any pronouns and conjunctions (e.g. so, after, before, when, however).

Some use of basic cohesive devices, e.g. basic conjunctions (and, but, because).

Use of cohesive devices may be limited to pronouns only (beyond I/my). Sentences tend to be disjointed.

Insufficient text to assess on this category, OR no/incorrect use of cohesive devices.

Syntax (2 marks) 2 1.5 1 0

Good variety of sentences, which may be compound or complex. Only minor or occasional errors.

Generally simple sentences with some errors. Message is generally clear.

Sentences tend to be incomplete. Errors are frequent and impede meaning, OR writing may rely on a single simple sentence structure

Insufficient text to assess on this category, OR text copied, OR writes individual words or phrases only.

1 Thematically-related Prompt

6 - Short Test 2 Points DoK I. Grammar 5 A. Circle the correct answer from a, b, c or d. - 5 SR items (Trimester Textbook Grammar Items). (3 options) (5 X 1) 5 2

II. Writing 15 A. Fill in the missing letters. (4 X ½) - 4 missing letters in meaningful sentences. (2 vowels and 2 consonants) 2 1

B. Write THREE meaningful sentences about …. - 3 varied and thematically-related sentences. (3 X 1) e.g. your TV program. Name of program/how often you see it / why you like it.

3 1

C. Write a paragraph of about 50 - 70 words using guide words/ phrases provided.1 10 2

Total 20

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 16

Grade 7

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 17

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 18

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 19

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 20

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 21

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 22

Grade 8

8 - Short Test 2 Points DoK I. Grammar 5 A. Circle the correct answer from a, b, c or d. - 5 SR items (Trimester Textbook Grammar Items). (4 options) (5 X 1) 5 2

II. Writing 15 A. Fill in the missing letters. (4 X ½) - 4 missing letters in meaningful sentences. (2 vowels and 2 consonants) 2 1

B. Write THREE meaningful sentences about …. - 3 varied and thematically-related sentences. (3 X 1) 3 2

C. Write a paragraph of about 80 - 100 words using guide words/ phrases provided.2 10 2

Total 20

Writing Sentences and Answering Questions Rubric for Grades 8

Indicators Mark/3 Student gives a full sentence / correct answer with all needed information and correct spelling and punctuation. 1

Student gives a full sentence / correct answer, but with a problem in word order, choice of words, grammatical errors or spelling and punctuation. ½

Student doesn’t give an appropriate answer. / There is no answer. 0

Writing a Paragraph Rubric for Grades 8

Content (Ideas and Organization) (6 marks) 5-6 3-4 1-2 0

Text consists of reasonably well- developed, logically sequenced ideas which address the prompt with some depth.

Text consists of some relevant ideas, including some supporting detail. There is some attempt at organization.

Incomplete or irrelevant ideas convey some meaning but don’t achieve the task, OR ideas are very limited in number and loosely connected.

Insufficient text to assess on this category, OR no meaning conveyed, OR text copied.

Cohesion (2 marks) 2 1.5 1 0

Appropriate use of a range of cohesive devices, including determiners (articles, this, that some, any pronouns and conjunctions (e.g. so, after, before, when, however).

Some use of basic cohesive devices, e.g. basic conjunctions (and, but, because).

Use of cohesive devices may be limited to pronouns only (beyond I/my). Sentences tend to be disjointed.

Insufficient text to assess on this category, OR no/incorrect use of cohesive devices.

Syntax (2 marks) 2 1.5 1 0

Good variety of sentences, which may be compound or complex. Only minor or occasional errors.

Generally simple sentences with some errors. Message is generally clear.

Sentences tend to be incomplete. Errors are frequent and impede meaning, OR writing may rely on a single simple sentence structure

Insufficient text to assess on this category, OR text copied, OR writes individual words or phrases only.

2 Thematically-related Prompt

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 23

Grade 9 9 - Short Test 2 Points DoK

I. Grammar 5 A. Circle the correct answer from a, b, c or d. - 5 SR items (Trimester Textbook Grammar Items). (4 options) (5 X 1) 5 2

II. Writing 15 A. Fill in the missing letters. (4 X ½) - 4 missing letters in meaningful sentences. (2 vowels and 2 consonants) 2 1

B. Write THREE meaningful sentences about …. - 3 varied and thematically-related sentences. (3 X 1) 3 2

C. Write a paragraph of about 80 - 100 words using guide words/ phrases provided.3 - A choice of only one of the following: a. Writing a paragraph using the notes provided. b. A personal profile. c. An E-mail.

10 2

Total 20

Writing Sentences and Answering Questions Rubric for Grade 9 Indicators Mark/3

Student gives a full sentence / correct answer with all needed information and correct spelling and punctuation. 1

Student gives a full sentence / correct answer, but with a problem in word order, choice of words, grammatical errors or spelling and punctuation. ½

Student doesn’t give an appropriate answer. / There is no answer. 0

Writing a Paragraph Rubric for Grade 9 Content (Ideas and Organization) (6 marks)

5 - 6 3 - 4 1 - 2 0 Text consists of reasonably well- developed, logically sequenced ideas which address the prompt with some depth.

Text consists of some relevant ideas, including some supporting detail. There is some attempt at organization.

Incomplete or irrelevant ideas convey some meaning but don’t achieve the task, OR ideas are very limited in number and loosely connected.

Insufficient text to assess on this category, OR no meaning conveyed, OR text copied.

Cohesion (2 marks) 2 1.5 1 0

Appropriate use of a range of cohesive devices, including determiners (articles, this, that some, any pronouns and conjunctions (e.g. so, after, before, when, however).

Some use of basic cohesive devices, e.g. basic conjunctions (and, but, because).

Use of cohesive devices may be limited to pronouns only (beyond I/my). Sentences tend to be disjointed

Insufficient text to assess on this category, OR no/incorrect use of cohesive devices.

Syntax (2 marks) 2 1.5 1 0

Good variety of sentences, which maybe compound or complex. Only minor or occasional errors.

Generally simple sentences with some errors. Message is generally clear.

Sentences tend to be incomplete. Errors are frequent and impede meaning, OR writing may rely on a single simple sentence structure

Insufficient text to assess on this category, OR text copied, OR writes individual words or phrases only.

3 Thematically-related Prompt

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 24

Grade 10

Tri 2 – Short Test 2 – Test Specifications

Test: Grade 10 – Tri1 – Short Test 2 Component: Grammar and Usage SLO: G10.4.2.1.1 Build on and continue applying language structures learned previously.

Features of the Task

Skill focus Grammatical structure and usage Grammatical Exponents

▪ Present simple ▪ Present continuous for future ▪ Future continuous ▪ Future perfect ▪ Modal verbs of obligation, prohibition, advice, and permission ▪ First and second conditional ▪ The passive

Task description Task 1 Test takers read 5 MC questions and choose the correct answer from 4 options. Task 2 Students rewrite 5 sentences following the instruction given for each (sentence transformation) Instructions to candidates Task 1 Circle the correct answer A, B, C, or D Task 2 Rewrite the following sentences as required. Instruction given in brackets. Response format Task 1: MC Task 2: CR Items per task: 5 Weighting: 0.5 marks / question

Cognitive processing: using grammatical structures correctly

Features of the Input Text

Cultural specificity Neutral and appropriate

Nature of information Mostly concrete Presentation Written

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 25

Tri 2 – Short Test 2 – Test Specifications

Task 1 Component:

● Writing formal/informal invitations (unit 4) ● Writing formal/informal replies

SLO(s): (G10.4.1.1.1) Write notes, emails, personal letters, and messages to convey information getting across important points.

Features of the Task Skill focus:

● Language of formal / informal invitations and replies Task description:

● Write an invitation to …. (email, message , invitation card) responding to …. formal or informal situation

Instructions to candidates: ● Task 1: Write an invitation (description of the task)

Representation of Rubric: Written descriptors against a set of criteria

Response format: Continuous writing Text type: Persuasive

Nature of task: Task 1: Functional Writing

Features of the Input / Prompt

Description ● Input / prompt should include a clear description of the writing task, the word-limit and

helpful ideas to write the invitation (optional) Length of categories: Appropriate length Number of categories: One Cultural specificity: Neutral and appropriate

Content knowledge: Real-life experiences Nature of information: Mostly Concrete

Relevant domain Personal Information targeted: Writing invitations using appropriate vocabulary and expressions

Features of the Response

Description: - Suitable length - Adequate information - Appropriate language and expressions - Appropriate grammatical structure - Cohesive and coherent text

Length of response - Minimum 40-60 words

Lexis / grammar B1+

Rating scale for task Information (2) Vocabulary and expressions (2) Grammar and conventions (1)

Weighting 5

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 26

Tri 2 – Short Test 2 – Test Specifications

Task 2 : Component: ● Writing a compare and contrast essay (unit 5)

OR ● Writing a ‘for and against’ essay (unit 6)

SLO(s): (G10.4.1.1.3) Write persuasive texts of more than three paragraphs, in a variety of forms (e.g., short essays and letters) arguing for or against a particular point of view; produce precise claims, supplying evidence for each while using effective transitions to create cohesion; provide a conclusion that follows from and supports the argument presented

Features of the Task Skill focus:

● Writing a compare and contrast essay (unit 5) OR

● Writing a ‘for and against’ essay (unit 6) Task description:

● Write a ‘compare and contrast’ essay OR a ‘For and Against’ essay of more than 3 paragraphs

Instructions to candidates:

● Task 2: Write a three-paragraph essay of 200- 250 words about (topic) ● Your essay should include an introduction, 2-3 body paragraphs and a conclusion.

Representation of Rubric: Written descriptors against a set of criteria

Response format: Continuous writing Text type: Persuasive persuasive or compare & contrast

Function targeted: using cohesive devices, balancing and weighing the argument

Features of the Input / Prompt

Description Input / prompt should include a clear description of the writing task, the word-limit and guiding details about the topic. Length of categories: An essay of more than three paragraphs (about 200 to 250 words) Number of categories: One Cultural specificity: Neutral and appropriate

Nature of information: Mostly Concrete

Relevant domain Social & Academic

Features of the Response

Description: - an essay of three to four paragraphs with an introduction, two or three body paragraphs and

a conclusion. Length of response 200-250 words

Lexis / grammar B1+

Rating scale for task C (3) Organization (2) Vocabulary (2) Grammar (2) Mechanics (1)

Weighting 10

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 27

Grade 11

Section Item Standard1 SLO2 DoK3 W.4 QT5 DL6 T7 Points Full Mark

Gram

mar 8

1

G11.4.2.1 G11.4.2.1.1 2 5 SR

2 1 m

1 each 5 2 2 1 m 3 2 1 m 4 2 1 m 5 2 1 m

Essay9

6 G11.4.1.1

G11.4.1.1.1 G11.4.1.1.2 G11.4.1.1.3 G11.4.1.1.4

3 15 CR 5 45 ms 15 15

Total 20

1 Check assessment Framework 2 Student Learning Outcome 3 Depth of Knowledge (1 Recall & Reorganization – 2 Skills & Concepts – 3 Strategic Thinking – 4 Extended Thinking) 4 Weight 5 Question Type 6 Difficulty Level 7 Time 8 Textbook Trimester grammar items 9 Textbook Trimester Types prompt.

11 - Short Test 2 Mark DoK I. Grammar 5 Circle the correct answer a, b, c or d. - 5 SR items (Trimester Textbook Grammar Items). (4 options) (5 X 1) 5 1

II. Writing 15 Write an essay of 170 words on the following topic. - One Prompt (Trimester Textbook Writing Genres). 15 3

Total 20

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 28

Grade 12

Section Item Standard1 1

SLO2 DoK3 W.4 4 QT5 DL6

6 T7 Points Mark

Gram

mar 8

1

G12.4.2.1 G12.4.2.1.1 2 5 SR

2 1 m

1 each 5 2 2 1 m 3 2 1 m 4 2 1 m 5 2 1 m

Essay9

6 G12.4.1.1

G12.4.1.1.1 G12.4.1.1.2 G12.4.1.1.3 G12.4.1.1.4

3 15 CR 5 45 ms 15 15

Total 20

1 Check assessment Framework 2 Student Learning Outcome 3 Depth of Knowledge (1 Recall & Reorganization – 2 Skills & Concepts – 3 Strategic Thinking – 4 Extended Thinking) 4 Weight 5 Question Type 6 Difficulty Level 7 Time 8 Textbook Trimester grammar items 9 Textbook Trimester Types prompt.

12 - Short Test 2 Mark DoK I. Grammar 5 Circle the correct answer a, b, c or d. - 5 SR items (Trimester Textbook Grammar Items). (4 options) (5 X 1) 5 2

II. Writing 15 Write an essay of 200 words on the following topic. - One Prompt (Trimester Textbook Writing Genres). 15 3

Total 20

Short Test 2 Specification Tables for Grades 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 Page 29

Writing an Essay Rubrics for Grades 11 - 12 (15 points)

Points Content* Organization Vocabulary Grammar & Syntax Spelling/Punctuation

3

Writes with a clear purpose. A range of ideas that are well structured.

Logical sequence introduction, body, conclusion Ideas supported in the body of the text.

A wide range of accurate and appropriate word choices that fully express complete ideas. May use idioms.

Writes using a combination of sentences – simple, compound and complex where meaning is clear. Maybe some minor errors.

Uses sentence level punctuation most of the time. Spells complex words correctly most of the time. Spelling of common words is consistently correct.

2.5

Writes with some understanding of purpose. Presents some ideas on the topic.

Uses paragraphs with some sequence and organization evident but lacks an element e.g. introduction or conclusion.

Appropriate vocabulary used but not always clear.

Writes using simple sentences. Meaning is mostly clear.

Uses some sentence level punctuation e.g. commas. Spells complex words correctly intermittently. Spelling of common words is correct.

2

Presents one idea within the topic with some elaboration.

Uses paragraphs with some sequence evident e.g. within the body only.

Simple vocabulary choices. Common words used appropriately.

Writes with some errors of tenses, prepositions, pronouns, subject/verb agreement.

Uses capital letters and full stops. Spells some common words correctly.

1.5

Presents only one idea within the topic without any elaboration. Content limited.

Sequence is not clear.

Simple vocabulary used appropriately sometimes.

Writes simple sentences with some confusion.

Punctuation sometimes used correctly. Spelling interferes with meaning.

1

Content vaguely address the topic or question.

Sequence is not evident, could be a list of words.

Limited expression / repeated structures and vocabulary.

Writes a list of words with a little / very confusing meaning.

Capital letters and full stops not used. Spelling interferes with meaning.

0 Non Attempt / Off-point Remarks: * Any written piece that might reflect any of the following will be scored Zero:

- Canned (sentences/ essays) - Romanized Arabic (sentences/ essays) - Memorized (sentences/ essays) - Clichés (sentences/ essays) - Copying the prompts or chunks from other parts of the text