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State of IsraelMinistry of Education, Culture and Sport

English Inspectorate

December 2003

Dear Teachers,

I am happy to present you with the revised NBA Handbook. The purpose of this handbook is to provide you with information regarding: (1) the new tzvira model; (2) the changes in the Bagrut examinations as a result of the English Curriculum, and (3) the mock exams. The New Bagrut Assessment (NBA) is based on two considerations: the format of the Bagrut examinations (the tzvira model) and their content.

The format was developed in accordance with the policy of the Ministry of Education that encourages pupils to accumulate their Bagrut examination grades at a certain level and then continue to study and achieve a higher level. The tzvira model will enable pupils to progress according to their own individual abilities and pace of learning and thereby allow more pupils the opportunity to be eligible for a Bagrut certificate.

The content of the examinations has also changed to reflect the standards and the benchmarks of the English Curriculum (2001).

A great challenge faces the English teaching profession as we embark on our journey of implementing the NBA. We must re-examine not only our assessment procedures, but also our teaching practices. The changes that were made in the format of the Bagrut by the Advisory Committee and the English Inspectorate were done with the purpose of changing the emphasis of what was being taught in the English classroom, as reflected in the principles and standards defined in the English Curriculum. It is therefore important to remember that your teaching should reflect the underlying pedagogical considerations of the new format.

This year, the English Inspectorate will continue offering NBA in-service teacher training sessions countrywide, giving teachers the tools needed to teach according to the English Curriculum. These sessions will help you provide your pupils with the skills and knowledge they need in order to succeed in their Bagrut examinations. The English Inspectorate will help and support you during the transition period from the existing format to the tzvira model.

Wishing you and your pupils good luck on the Bagrut examinations,

Sincerely,

Dr. Judy SteinerChief Inspector for English Language Education

_____________________________________________________________________

Lev Ram Building Jerusalem 91911 Tel. 02-5603587/8 Fax 02-5603596

2

T he Rev i sed NB A Handbook

Table of Contents

Description of the Format of the Tzvira Model of the English Bagrut Examinations 1

Description of the Content of the Bagrut Examinations 3

Advantages of the Tzvira Model 9

Table of Specifications 10

Project Work 20

Performance Tasks 28

Literature and Extensive Reading Programs 31

Calculation of the School Grade 32

Rubrics for Assessing Oral Social Interaction and Project Presentation and Interaction

34

Rubrics for Assessing Written Presentation 38

FAQs 41

Appendix: Mock Examinations 48

Description of the Format of the Tzvira Model of the

English Bagrut Examinations

Introduction

The model consists of seven modules (A - G) and is divided into 1, 3, 4 and 5 point

levels as follows:

a. The one-point examination consists of module A only.

b. The three-point examination consists of modules A, B, and C.

Each module is worth a third of the pupil's grade for the three-point level.

c. The four-point examination consists of modules C, D, and E.

Each module is worth a third of the pupil's grade for the four-point level.

d. The five-point examination consists of modules E, F and G.

Each module is worth a third of the pupil's grade for the five-point level.

The following is a diagram of the structure of the tzvira model:

KEY: AIS = Access to information from spoken texts AIW = Access to information from written textsP = Presentation (The presentation task may or may not be connected to the reading passages.)

Written examination for 1 point = 100%Written examination for 3, 4, 5 points = 80%

Five points

Four points

Three points

One point

G F E D C B A

1/3 1/3 1/3 1/3 1/3 1/3 1/3

1 AIW 60 1 AIW* 60 1 AIW 70 1 AIW* 70 1 AIW 100 1 AIW* 70 2 AIS 40

1 P 40 1 P 40 1 AIS 30 1 P 30 1 P 30 2 AIW 60

1.25 hours 1.25 hours 1.25 hours 1.25 hours 1.25 hours 1.25 hours 1.25 hours

The school grade includes grade for project (or performance tasks) and extensive reading and literature programs ** .

Oral examination for 3, 4 and 5 points = 20%

Interview Project Presentation

* Different genre (not article or report)

** See guidelines regarding the calculation of the school grade on page 33.

2

Description of the Content of the Bagrut Examinations

In this section, changes regarding the content of the Bagrut examinations are

described. These changes include:

1. testing the benchmarks

2. breakdown of exams

3. level of difficulty of the exams

4. question types for access to information from spoken and written texts

5. point allocation

6. point deduction for grammar and spelling mistakes

7. letter formats

8. instructions and line numbers

9. terminology for questions for access to information from written texts

Each of these changes will now be related to specifically.

1. Testing the Benchmarks

Since some benchmarks are appropriate for teaching and not testing, not all

benchmarks are assessed on the written Bagrut examination. Of the testable

benchmarks, not all aspects of a given benchmark will necessarily be tested. All the

benchmarks, however, are included in other components that make up the pupils' final

grade.

2. Breakdown of the Exams

The following two tables give a breakdown of the exams according to the number of

tasks and the number of points for each domain.

Table of Tasks for Each Domain

Number of Points

Access to Information from

Written TextsPresentation


Spoken Texts

1 2 ----- 2

3 4 1 2

4 3 1 1

5 3 2 13

Table of Approximate Points for Each Domain

Number of Points


Written TextsPresentation


Spoken Texts

1 60 ----- 40

3 80 10 10

4 80 10 10

5 65 25 10

3. Level of Difficulty of the Exams

Since each level exam has a common module, (module A for the one and the three

point exam; module C for the three and four point exam; and module E for the four

and the five-point exam), the lowest and highest modules balance out the overall level

of difficulty.

On the three-point exam, module A will be relatively easy and module C will

be relatively more difficult.

On the four-point exam, module C will be relatively easy and module E will

be relatively more difficult.

On the five-point exam, module E will be relatively easy and module G will be

relatively more difficult

4. Question Types for Access to Information from Spoken and Written Texts

The main question types for access to reading from written texts require three

different levels of comprehension: 1) identifying explicit information; (2) identifying

implicit information; and (3) interpretative comprehension. They cover the range of

word/phrase level, sentence level, one paragraph or more, and whole text level.

4

5

5. Point Allocation

In the past, same question types were given the same number of points,

regardless of what they were testing. Now, points per item are allocated

according to the level of reading comprehension involved and not the question

type. For example, a multiple-choice question may receive the same number of

points as an open-ended question, depending on the level of understanding that

it tests.

For the access to information from written and spoken texts, there will be

fewer questions, worth more points for all levels.

The points per question in the FINAL computation of all the modules

comprising a given level (e.g. C + D + E = four point level) will range from

two points minimum to four points maximum per question. For example, a

question worth 10 points in modules B - G, each of which consists of a third of

the whole, will be worth 3.3 points in the final computation. The following

table converts the number of points in each module to its worth when the final

calcuation of the final grade for a specific level is made.

Converter Table: From Module to Level of Examination

Modules A - G

Number of points in modules

Number of points for calculation of final 100% for whole exam

6 2

7 - 8 2.5

9 3

10 - 11 3.5

12 4

6

6. Point Deduction for Grammar and Spelling Mistakes

The following is a breakdown of the number of points that will be deducted for

grammar and spelling mistakes in questions for access to information from written

texts for all the modules.

Module A:

no points deducted for grammar or spelling

Module B:

for questions worth 8 - 11 points: 2 points deducted for grammar

for questions worth 12 points: 2 - 3 points deducted for grammar

no points deducted for spelling

Module C:

for questions worth 6 -7 points: 1-2 points deducted for grammar




Modules D and E:

for questions worth 6 -7 points: 2 points deducted for grammar

for questions worth 8 – 9 points: 2 - 3 points deducted for grammar

for questions worth 10 points: 3 points deducted for grammar

for questions worth 11 – 12 points: 3 - 4 points deducted for grammar


Modules F and G:

for questions that are worth 6 - 7 points: 2 points are deducted for grammar

for questions that are worth 8 - 10 points: 3 points are deducted for grammar

for questions that are worth 11 - 12: 4 points are deducted for grammar

2 points per question are deducted for spelling mistakes

Please note: The same deduction system applies to questions with more than one

item. For example, if a question in module F or module G has two items worth 10

points each, and there is a spelling mistake in one item and a grammar plus spelling

mistake in the other, the deduction will be 2 + 3 + 2 = 7 points off (out of the total 20).

7. Letter Formats7

Since there are a number of changes in the NBA, it was decided not to include the

semi-formal letter in the Bagrut exams for 2004. Teachers will be notified when the

semi-formal letter will appear on the Bagrut exams after examples of tasks have been

sent out to schools.

The following table details information regarding the different letter formats that can

appear as one of the written presentation tasks in modules B, D and E.

Type of Letter

Module Register Required Elements Example

formal F and G formal addresses of recipient and sender date Dear Mr. / Ms. / etc. Yours sincerely / etc. signature

letter of complaint

informal B and D personal date opening closing

letter to a friend

8. Instructions and Line numbers.

Exam instructions for modules D, E, F and G will be given only in English.

In the access to information from written texts on all levels, paragraph

numbers will not be given. Line numbers will be given only when needed /

appropriate. Questions will refer pupils to specific lines only when necessary.

8

9. Terminology for Questions for Access to Information from Written Texts

The following is a list of some terms that pupils should be familiar with, as they may

appear in questions on modules D, E, F and G:

apply / application

area / field

aspect

assume / assumption

categorize / category

causal (connection)

chart

concept

consequences

conclude / (draw)

conclusions

criterion / criteria

derive (from)

element

evidence (sufficient/insufficient)

factor

feature (noun + verb)

frequency / frequent

function (noun + verb)

graphic marker / graphic organizer

imply / implication

infer / draw an inference

means (noun)

(take) measures

paraphrase (noun + verb)

perspective

piece(s) of information

point of view

qualities

(ir)relevance / (ir)relevant

sequence / consecutive

summarize / summary

supporting details

timeline

traits

9

Advantages of the Tzvira Model

Eligibility for a Bagrut Certificate

Pupils can now progress from one level to another, affording greater eligibility for

a Bagrut certificate.

Motivational Aspects

Instead of taking one long exam, pupils will now take two or three

shorter ones. This is especially important for weaker pupils who

should feel less threatened and more motivated.

When pupils move up to the next level, they will already have a third

of their grade. This should encourage pupils to risk taking a higher

level examination.

The tzvira model provides pupils with a "security net." If, for example,

a pupil's level is between three and four points, the pupil can now first

take the three-point examination (modules A, B, and C) and then work

her/his way up to four points (modules D and E). If s/he does not

succeed, s/he retains the grade for the three-point examination.

Comprehensive Representation of the English Curriculum

The new format of the Bagrut examinations allows for testing all four domains on the

written examination: social interaction, access to information, presentation and

appreciation of literature, culture, and language. Each module is mapped out

according to the benchmarks in each of the domains.

10

Project Work

1. Pupils taking the one-point exam are required to do a performance task. The grade for

the performance task is 10% of the school grade for module A.

2. Pupils who go on to take modules B and C are required to do one project at the same

time that they are taking one of these modules.

3. For pupils in the tenth and eleventh grades being tested in the oral Bagrut exam in

summer 2004, and for pupils in the eleventh and twelfth grades being tested in the oral

Bagrut exam in summer 2005, the grade for project work is not included in the school

grade. The school grade for each module will therefore include 20% for the extensive

reading and literature programs, and 80% for classwork, homework, tests, etc.

4. For pupils who are in the tenth grade in September 2004, when they take the oral

Bagrut exam in the tenth, eleventh or twelfth grade, they will be tested on one project that

they will bring with them to the exam. When pupils take the written Bagrut exams during

their high school studies, it is compulsory to include the grade for project work in the

school grade in one of the modules. (You can apply to your regional English inspector for

special permission to do the project before the module where it is included in the school

grade.) The grade for the project will be 30% of the school grade for one of the modules.

The final percentage of the project is 10% of the school grade for each level examination.

5. The following is a table summarizing the above information:

Level Module Requirement

1 A Performance task

3 B + C One project

3 A, B, and C One performance task + one project

4 C, D, and E One project

5 E, F, and G One project

5. The minimal number of lessons for doing project work in the classroom is eight.

This does not include pupils' oral presentations.

20

6. The requirements for the written presentation of the project are as follows:

Required Components Five Points Four Points Three Points

Cover page

Table of contents

Rationale for choice of topic

Introduction (Topic and essential questions: What pupils want to find out)

Criteria detailed in the English Curriculum for

the domain of presentation should be used as

guidelines.Body

Conclusions

Bibliography(Minimal number of sources in English)

4 3 2(one in

English)

Self-assessment/checklist/reflection

Optional Components

Pictures, maps, graphs, video, etc.

7. The length of the project (the written and oral presentation) depends on:

the year when the pupils are doing the project (10th, 11th or 12th grade)

whether the pupils are doing the project individually, in pairs or in groups

the nature of the project.

Teachers should therefore decide on the length of the project based on the level of

the class and the topic of the project.

8. The number of resources is dependent on the length, level and nature of each

resource. Teachers should use their discretion when determining the number of

resources required. Please note that resources can be either written, (e.g. articles)

or oral, (e.g. interviews). Teachers should take into consideration the length of the

resources.

21

9. The required components in the oral classroom presentation for all levels include:

background information on the topic

findings and conclusions

personal relevance

presentation skills

Pupils should be encouraged to use a variety of presentation formats such as: a

talk with visual aids, conducting a class activity, incorporating music, showing a

video, presenting a PowerPoint presentation, creating a website.

10. When project work is done in groups, all pupils need to participate and contribute

to accessing information and preparing the written and oral presentations. It is

recommended that groups be no larger than three pupils.

11. The following is a summary of the different stages of doing project work in the classroom.

Pupils:

a. choose a topic

b. ask a question/questions that will help them define their topic

c. list possible sources of information

d. use sources

e. take notes

f. summarize

g. write a draft and review their work with the help of a checklist

h. prepare the final written project

i. prepare and give an oral presentation

22

12. Additional detailed information, tools, sample projects and suggestions are

available:

on the ETNI in the Ministry Info section: www.etni.org/ministry

in the English Teachers' Journal (#54)

in Assessment Guidelines for the English Curriculum published by the Ministry of

Education (2003)

in the NBA in-service training courses being given around the country.

13. The following tables are detailed below:

suggested criteria and rubrics for assessing the written and oral project

a table for the Calculation of the Final Grade for the Project

an Individual Contribution to Group Work Form

It is recommended that you discuss the criteria and rubrics with your pupils and

adapt them as necessary. This can be done by downloading the rubrics from

this booklet from the ETNI website: www.etni.org/ministry

Suggested Criteria for Assessing the Written Presentation

Criteria # of Points

Content 25

Sources 10

Language 15

Effort 10

Individual Contribution to Accessing Information and Presenting 20

Subtotal

23

http://space.ort.org.il/pie/


Suggested Criteria for Assessing the Oral Group Presentation


Content 5

Effort 5

Subtotal

Suggested Criteria for Assessing the Oral Individual Presentation


Content 5

Language 5

Subtotal

TOTAL

24

Suggested Rubric for Assessing the Written Group and Individual Presentation

Criteria Number of Points

Content

25 20 15 10 5

Includes all the required components. *

Content is clear, well-organized, written in pupils' own words.

Includes five of the required components.

Content is mostly comprehensible, organized and is generally written in pupils' own words.

Includes three or less of the required components.

Content is not clear, lacks organization and is not written in pupils' own words.

Sources

10 7 5 2 0

Includes the required number of sources.

Sources are relevant to the topic, are integrated into the project, and are cited correctly.

Includes less than the required number of sources.

Some of the sources are relevant to the topic, are integrated into the project, and are cited correctly on the whole.

Did not mention sources used or did not cite correctly

Language

15 12 9 6 3

Correct sentence structure.

Rich and varied vocabulary.

Correct spelling and punctuation.

Correct sentence structure most of the time.

Appropriate vocabulary.

Correct spelling and punctuation most of the time.

Incorrect sentence structure most of the time.

Limited vocabulary.

Frequent mistakes in spelling and punctuation.

Effort

10 8 6 4 2

Clear evidence of investment of time and effort. Work is aesthetic.

Some evidence of investment of time and effort. Work is fairly aesthetic.

Little evidence of investment of time and effort. Work is not aesthetic.

Individual Contribution

20 16 12 8 4

Actively participated and contributed to the group. **

Carried out tasks s/he was responsible for on time.

Sometimes participated and contributed to the group.

Carried out only some of the tasks s/he was responsible for and/or not always on time.

No participation or contribution to the group.

Did not carry out the tasks s/he was responsible for.

Names of Members of the Group

Grade for Individual Contribution

Grade for Group Contribution

Grade for Written Presentation

1.2.3.

* The required components include: cover page, table of contents, introduction/rationale, body, conclusion, bibliography, self-assessment/reflection**Based on the Individual Contribution to Group Work form and the individual self-assessment/reflection.

25

Suggested Rubric for Assessing the Oral Group Presentation


Content

5 4 3 2 1

Includes all the required components.*

Content is clear and well organized.

Includes three of the required components.

Content is mostly comprehensible and organized.

Includes two or less of the required components.

Content is not clear and lacks organization.

Effort

5 4 3 2 1

Clear evidence of investment of time and effort in the presentation.

Active involvement of all members of the group.

Some evidence of investment of time and effort.

Not all the members of the group are involved.

Little evidence of investment of time and effort.

No teamwork.

* The required components include: introduction/rationale, findings, conclusions and an overview of each pupil's contribution.

Suggested Rubric for Assessing the Oral Individual Presentation


Content

5 4 3 2 1

Content is clear and well organized.

Conveys personal involvement.

Presentation is fluent and not read.

Content is mostly comprehensible and organized.

Little personal involvement is conveyed.

Presentation is fairly fluent and not read.

Content is not clear and lacks organization.

No personal involvement is conveyed.

Presentation is hesitant and/or read.

Language 5 4 3 2 1

Correct sentence structure.

Rich and varied vocabulary.

Good pronunciation

Correct sentence structure most of the time.

Appropriate vocabulary.

Adequate pronunciation.

Incorrect sentence structure most of the time.

Limited vocabulary.

Poor pronunciation.

Calculation of Final Grade for the Project

Names of Members of the Group

Written Presentation Oral PresentationFinal GradeGroup Individual Group Individual

1.2.3.

26

Individual Contribution to Group Work Form

Name Is Responsible For: Due Date Date Completed

27

Performance Tasks for One-Point Pupils

Pupils taking the one-point examination are required to do performance tasks, which are more

limited in scope than project work. Following is some basic information about performance

tasks. Detailed guidelines regarding implementation of performance tasks will be given at the

NBA in-service teacher training sessions and in the booklet, Assessment Guidelines for the

English Curriculum.

What is a performance task?

A performance task is an activity that requires pupils to use skills and knowledge in the context

of real life situations. The task requires pupils to demonstrate that they have achieved the

targeted benchmarks.

A performance task:

builds on background knowledge.

has significance for the pupil because it enables problem-solving.

enables multiple responses and learning outcomes.

enables collaborative learning.

focuses on multiple dimensions of pupils' learning.

allows pupils to select a presentation mode to display what they have learned.

requires pupils to practice, refine and revise in order to demonstrate their learning.

enables self-assessment and reflection.

Examples of performance tasks for one-point pupils

The following are some examples of performance tasks:

1. Person of the Year award

a. You must nominate someone for a prize.

b. Choose the person (a singer, pop star, someone in your town, school etc.).

c. Choose the prize they will receive.

d. Fill in an ID card for this person

e. Write three reasons why the person should receive this prize.

f. After your teacher has checked your work, create a poster that will help others vote for

this person.

28

2. Planning a vacation.

a. Choose a place you would like to go to for a vacation.

b. How long will you go for?

c. Who will you go with?

d. What will you want to see there?

e. Get brochures from travel agents.

f. Prepare a brochure/advertisement of the place you have chosen. The

brochure/advertisement should include:

1) the name of the place

2) at least three interesting sites to visit

3) pictures

4) at least three reasons to visit this place

5) any other information you would like to add (historical, food,

culture, etc.)

3. Surveys of different topics such as television viewing habits, what your friends do in their

free time, what movies your friends like, sports that your friends participate in or watch.

Include tables, graphs, and statistics.

More examples of tasks can be found at: http://space.ort.org.il/pie/

The following template for designing a performance task will help you in your planning:

29


Template for Designing a Performance Task

Stage one: Identifying targeted benchmarks and/or goals, and criteria for assessment

Targeted Benchmarks and/or Goals Criteria for Assessment

Stage two: Describing the task

Description of the Task

Stage three: Choosing tools for assessment

Type of Assessment Who Assesses

Checklist Self

Assessment List Peer

Rubric Teacher

Stage four: Mapping out prerequisite skills and knowledge

Targeted Benchmark and/or Goal Prerequisite Skills and Knowledge

EFL skills

Social skills

Computer / Internet skills (optional)

30

Literature and Extensive Reading Programs

The following is a description of the literature and extensive reading programs:

# of Points Literature Program

1 One short story

3(modules B

and C)

Two short stories OROne short story and two poems

3(modules A,

B, and C)

Three short stories ORTwo short stories and two poems

4 Two short stories or literary essays + one play or novel ORFive short stories or literary essays, or five poems in place of any short story or essay

5 One play or novel + four short stories or literary essays + five poems

31

# of Points Extensive Reading Program

1 Two books

3 Two books

4 and 5 Five books

Calculation of the School Grade ( ספרי בית ציון )

For pupils who are in the tenth grade in September 2004, when they take the written Bagrut

exam in the tenth, eleventh or twelfth grade, it is compulsory to include the grade for project

work in the school grade in one of the modules. A school grade must be given for each module.

The school grade for each module (A - G) must include either a grade for the annual project (or

the performance task for one-point pupils) or a grade for the extensive reading and literature

programs. The remainder of the school grade (bringing it up to 100%) is given for tests,

quizzes, homework, classwork and effort. The following are the guidelines for the calculation of

the school grade for each level examination (1, 3, 4, 5 points).

For pupils in the tenth and eleventh grades being tested in summer 2004, and for pupils in the

eleventh and twelfth grades being tested in summer 2005, the grade for project work is not

included in the school grade. The school grade for each module will therefore include 20% for

the extensive reading and literature programs and 80% for classwork, homework, tests, etc.

# of Points Explanation

1The grades for the performance tasks and the extensive reading and literature programs must be incorporated into module A. The grade for the performance task is worth 10% and the grade for the extensive reading and literature program is worth 20% of the school grade. The remaining 70% of the school grade is given for tests, quizzes, homework, classwork and effort.

3The grade for module A is calculated as described above for one point. The grade for the annual project is incorporated into either module B or C and is worth 30% of the school grade. The grade for the extensive reading and literature programs is incorporated into the other module and is worth 30%. The remainder of the school grade for each module (bringing it up to 100%) is given for tests, quizzes, homework, classwork and effort. For example, if the grade for the annual project is included in module C, where it is worth 30%, the remaining 70% will be for tests, etc.

4 The grade for the annual project is incorporated into either module C, D, or E and is worth 30% of the school grade. The grade for the extensive reading and literature programs is incorporated into the other two modules and is worth 30% for each module. The remainder of the school grade for each module (bringing it up to 100%) is given for tests, quizzes, homework, classwork and effort. For example, if the grade for the annual project is included in module E, where it is worth 30%, the remaining 70% will be for tests, etc.

5 The grade for the annual project is incorporated into either module E, F or G and is worth 30% of the school grade. The grade for the extensive reading and literature programs is incorporated into the other two modules and is worth 30% for each module. The remainder of the school grade for each module (bringing it up to 100%) is given for tests, quizzes, homework, classwork and effort. For example, if the grade for the annual project is included in module E, where it is worth 30%, the remaining

32

70% will be for tests, etc.

The following tables summarize the guidelines for calculating the school grade:

One point

A

Performance Task 10%

Extensive Reading and Literature 20%

Classwork, homework, tests, etc. 70%

TOTAL 100%

Three points

A B C

or

A B C

Performance Tasks (module A) and Project Work (module B or C)

10% --- 30% 10% 30% ---

Extensive Reading and Literature 20% 30% --- 20% --- 30%

Classwork, homework, tests, etc. 70% 70% 70% 70% 70% 70%

TOTAL 100% 100%

Four points

C D E

or

C D E

or

C D E

Project Work --- --- 30% --- 30% --- 30% --- ---

Extensive Reading and Literature 30% 30% --- 30% --- 30% --- 30% 30%

Classwork, homework, tests, etc. 70% 70% 70% 70% 70% 70% 70% 70% 70%

TOTAL 100% 100% 100%

Five points

E F G

or

E F G

or

E F G

Project Work --- --- 30% --- 30% --- 30% --- ---

Extensive Reading and Literature 30% 30% --- 30% --- 30% --- 30% 30%

Classwork, homework, tests, etc. 70% 70% 70% 70% 70% 70% 70% 70% 70%

TOTAL 100% 100% 100%

33

34



Rubric for Assessing Oral Social Interaction

Four and Five Points

Summer 2004

The Extended Interview

Communicative Ability Points Accuracy Points

Understands questions

Interacts fluently

Gives extended answers

20

Correct use of complex language structures

Rich vocabulary

Comprehensible pronunciation

20

16 16

Understands questions with some rephrasing

Interacts with some hesitation

Gives single-sentence answers

12

Correct use of simple language structures

Basic vocabulary

Mostly comprehensible pronunciation

12

8 8

Has difficulty understanding questions; requires frequent repetition and rephrasing

Interacts with difficulty

Gives simple phrases and/or single-word answers

4

Incorrect use of simple language structures

Limited vocabulary

Poor pronunciation4

Teachers can give in-between grades e.g. 10 pts.

35



Rubric for Assessing Oral Social Interaction

Three Points

Summer 2004

The Interview

Communicative Ability Points Accuracy Points


Interacts without much hesitation

Gives answers that are more than one sentence

20

Mostly correct use of simple language structures

Varied vocabulary


20

16 16


Interacts with difficulty


12

Some correct use of simple language structures

Basic vocabulary


12

8 8

Does not understand questions

Does not interact


4


Limited vocabulary

Poor pronunciation

4


36



Rubric for Assessing the Project Presentation and InteractionFour and Five Points

Summer 2004

The Project Presentation and Interaction

Project Presentation Pts Accuracy Pts Project Interaction Pts

Presentation is well-organized and includes: introduction, summary of main ideas and conclusion

Presentation is sustained and detailed (talks for about 3 minutes)

Personal perspective is included

Presentation is spoken rather than read from notes

20

Correct use of complex language structures

Vocabulary is topic- related and rich


20

Understands questions

Gives extended answers

Gives consistently clear explanations (all of the time)

20

16 16 16

Presentation is organized but lacks one element

Presentation is adequate but not detailed (talks for about 2 minutes)

Personal perspective is hardly related to

Presentation is mostly spoken rather than read from notes

12

Correct use of simple language structures

Vocabulary is topic- related but basic


12



Gives clear explanations some of the time

12

8 8 8

Presentation is disorganized

Presentation is short (stops talking after 1 minute)

Personal perspective is not included

Presentation is read from notes

4


Vocabulary is general and basic

Poor pronunciation

4



Gives unclear or no explanations

4

37

Teachers can give in-between grades e.g. 10 pts.State of Israel

Ministry of Education, Culture and SportEnglish Inspectorate

Rubric for Assessing the Project Presentation and InteractionThree Points

Summer 2004

The Project Presentation and Interaction

Project Presentation Pts Accuracy Pts Project Interaction Pts

Presentation is well-organized and includes: introduction, summary of main ideas and conclusion

Presentation is adequate and detailed (talks for about 2 minutes)

Personal perspective is included

Presentation is spoken rather than read from notes

20

Mostly correct use of simple language structures

Vocabulary is topic- related and varied


20


Gives answers that are more than one sentence

Gives clear explanations

20

16 16 16

Presentation is organized but lacks one element

Presentation is adequate but not detailed (talks for about 1 minute)

Personal perspective is hardly related to

Presentation is mostly spoken rather than read from notes

12

Some correct use of simple language structures

Vocabulary is topic- related but basic


12

Has difficulty understanding questions


Gives clear explanations some of the time

12

8 8 8

Presentation is disorganized

Presentation is short (less than 1 minute)

Personal perspective is not included

Presentation is read from notes

4


Vocabulary is general general and limited

4

Does not understand questions


Gives unclear or no

4

38

Incomprehensible pronunciation

explanations


Rubric for Assessing Written Presentation - Module B

Criteria D e s c r i p t o r s

Content and Organization

information is relevant to the topic

fluent expression text is well

organized

some information is irrelevant to the topic

message is sometimes difficult to follow

text is fairly well organized

information is irrelevant to the topic

message cannot be understood

text is poorly organized

10 8 5 2 0

Vocabulary

correct use of varied vocabulary

correct use of appropriate but limited vocabulary

use of limited or inappropriate vocabulary

6 5 4 2 1

Language Use

correct use of basic language structures

few errors of agreement, tense, word order, pronouns, prepositions

occasional incorrect use of basic language structures

several errors of agreement, tense, word order, pronouns, prepositions, fragments, run-ons

consistent incorrect use of basic language structures

frequent errors of agreement, tense, word order, pronouns, prepositions, fragments, run-ons

11 8 6 4 1

Mechanics few errors of

spelling, punctuation, capitalization

occasional errors of spelling, punctuation, capitalization

frequent errors of spelling, punctuation, capitalization

3 2 1 --- 0


Deduction for length:

for 25 - 30 words - deduct 6 - 9 points



for less than 10 words, 0 points for the whole task

TOTAL: ___ / 30

39

40

Rubric for Assessing Written Presentation – Module D




fluent expression text is well

organized task is written

mostly in pupil's own words




chunks of the task are not written in pupil's own words




task is not written in pupil's own words.

8 6 4 2 0

Vocabulary

correct use of varied vocabulary

appropriate word/ idiom choice and usage

use of appropriate register

correct use of appropriate vocabulary

occasional errors of word/idiom form, choice and usage

occasional use of inappropriate register

limited or inappropriate vocabulary

frequent errors of word/idiom form, choice and usage

use of inappropriate register

6 5 4 3 1

Language Use

correct use of language structures

few errors of agreement, tense, word order, connectors, pronouns, prepositions

occasional incorrect use of language structures

several errors of agreement, tense, word order, connectors, pronouns, prepositions, fragments, run-ons

consistent incorrect use of language structures

frequent errors of agreement, tense, word order, connectors, pronouns, prepositions, fragments, run-ons

12 10 7 4 1

Mechanics

few errors of spelling, punctuation, capitalization, paragraphing

occasional errors of spelling, punctuation, capitalization, paragraphing

frequent errors of spelling, punctuation, capitalization, paragraphing

4 3 2 1 0


Deduction for length:





Deduction for letter format:

If the format of presentation does not include all the required elements, deduct 2 - 4 points.

TOTAL: ___ / 30

41

Rubric for Assessing Written Presentation - Modules F and G




fluent expression ideas clearly stated text is well

organized task is written

mostly in pupil's own words




chunks of the task are not written in pupil's own words




task is not written in pupil's own words

8 6 4 2 0

Vocabulary

correct use of varied and rich vocabulary

effective word/idiom choice and usage

use of appropriate register

correct use of appropriate vocabulary

occasional errors of word/idiom form, choice and usage

occasional use of inappropriate register

limited or inappropriate vocabulary

frequent errors of word/idiom form, choice and usage

use of inappropriate register

8 7 6 4 2

Language Use

correct use of advanced language structures

few errors of agreement, tense, word order, connectors, pronouns, prepositions

correct use of basic language structures

several errors of agreement, tense, word order, connectors, pronouns, prepositions, fragments, run-ons

incorrect use of language structures

frequent errors of agreement, tense, word order, connectors, pronouns, prepositions, fragments, run-ons

16 12 8 4 2

Mechanics

few errors of spelling, punctuation, capitalization, paragraphing

occasional errors of spelling, punctuation, capitalization, paragraphing

frequent errors of spelling, punctuation, capitalization, paragraphing

8 6 4 2 0

General comments:

1. Teachers can give in-between grades e.g. 14 pts.

2. Deduction for length:

for 85 -100 words - deduct 8 - 12 points


for 55 - 70 words - deduct 16- 20 points


3. Deduction for letter format:

If the format of presentation does not include all the required elements, deduct 2 - 4 points.

TOTAL: ___ / 40

42

FAQs (Frequently Asked Questions)

1. What will no longer appear in the new format of the Bagrut examinations?

cloze-type exercises

questions that require answers in Hebrew/Arabic

2. What additions will appear in the new format of the Bagrut examinations?

modularity (tzvira)

narratives or excerpts from narratives on the four and five-point examinations. Since,

however, there are a number of changes in the new Bagrut format, it was decided not to

include the narrative in the Bagrut exams for 2004. Teachers will be notified when the

narrative will appear on the Bagrut exams after examples of texts and questions have

been sent out to schools.

more emphasis on questions that require comprehensive understanding of the texts

presenting project work in the oral examination

3. Must all pupils begin with module A?

No. Pupils can start with any module depending on their level of English. There is no need for

pupils to be tested on all the modules. For example, pupils at the five-point level should not be

tested at the lower modules.

4. What would be an example of having pupils take modules at a lower level?

One of the great advantages of the tzvira model is that it helps pupils who are "borderline".

Passing the three-point exam with good grades, for example, gives pupils confidence,

motivating them to progress to higher levels. According to the existing system, weaker pupils

would be sent for the three-point exam, so as not to fail the four-point exam. Now, these same

pupils can do the three-point exam, go on to take modules D and E, and if they pass, they have

a grade for the four-point Bagrut exam. If they don't, they at least have their grade for the

three-point Bagrut.

43

5. What can schools do to ensure that pupils have the necessary learning opportunities to

move from one level to another (e.g. from three to four points)?

It is recommended that schools allot additional hours for pupils moving from one level to

another in order to bridge the gap between the two levels.

6. Must pupils be tested on the modules in sequence?

No. Pupils can be tested in any order they want to be tested. If they are taking different

modules on the same day, then they must take them in the order dictated by the examination

timetable. If pupils wish to take the examination in parts spread over different “moadim”, (i. e.

modules E and F in the winter and module G in the summer), they can be tested in any order

they choose. However, it is recommended that pupils start with the lower module for that level

test and progress from there.

7. Will the common modules (C and E) be tested twice on that day i.e. an early test for

those pupils starting with them and a later test for those pupils ending with them?

No. None of the modules will be tested twice on the day of the Bagrut exams. The testing of

the modules, however, may not be consecutive so a five-point pupil, for example, may have to

take module F first and then modules E and then G because of scheduling.

8. Will there be mini-clozes in the access to information texts?

No, the mini-cloze type questions (also called 'fill-ins') are out. Mini-clozes are the questions

with 1-2 NUMBERED deletions, where pupils had to fill in 1-3 words in each space, and the

instruction was: FILL IN THE MISSING WORDS (X WORDS IN EACH SPACE)

ACCORDING TO [given paragraphs]. However, there will still be questions requiring

sentence completions. The completions may be of one word or more. The instructions for

these questions read: COMPLETE THE SENTENCE(S).

44

9. What is the rationale for including a narrative (or an excerpt) in the written examination?

The rationale for including a narrative in modules D and F is:

it represents the domain of appreciation of literature and culture on the written exam

it broadens the range of text types that pupils read

10. When do pupils take the oral examination?

Pupils must take their oral examination when they take the final level of the modules needed

for that specific level: Three-point pupils will take the oral exam when they take module C; four-

point pupils when they take module E, and five-point pupils when they take module G.

11. When pupils advance from one level to the next, must they take the oral examination

again?

It depends. Pupils who take the three-point exam and then advance to the four-point exam

must take the oral examination again at the four-point level. Pupils who take the four-point

exam cannot take the oral exam again; in other words, four and five- point pupils can be tested

only once for the oral exam as it is identical for the four and five-point exams.

12. A pupil takes the oral exam in the eleventh grade without writing the exam. In the

twelfth grade, s/he wants to take written exam. Does s/he have to take the oral exam

again?

Yes, pupils taking the oral examination must be tested on at least one of the modules at the

same time. Pupils must take their oral examination only when they reach the last of the

modules needed for that specific level. For example, four-point pupils will take the oral

examination only when they are being tested on module E. The oral examinations will take

place in both winter and summer, but pupils can be tested only once (unless they are advancing

from three to four points).

45

13. Are pupils supposed to bring their project to the oral exam?

Yes.

14. How will teachers be able to review and prepare questions for so many projects for

the oral examination?

Testers are not expected to review the projects ahead of time and prepare questions. They will

be given a list of the names of the pupils and the title of their projects. The questions the tester

asks will arise while the tester is listening to the pupil discuss his/her project. It is important to

remember that this part of the oral examination is to allow pupils to talk about a topic in

English that is interesting to them and one in which they have invested time and effort.

15. Doesn't doing project work require extra work on the part of the English teacher?

Doing project work in the classroom is instead of and not in addition to what is expected of

both the teachers and the pupils. Teachers who participated in the pilot two years ago said that

during the time that pupils worked on their projects, they did not give any tests, quizzes,

compositions, unseen reading passages, clozes, etc. The grade that pupils received for their

projects was used instead of one of the grades required by the school.

16. If a pupil decides to take the five-point examination, for example, in the 11 th grade,

how many projects is s/he required to do?

Two: One in the tenth grade and one in the 11th grade (or two in the 11th grade).

17. Why should pupils in the tenth or eleventh grade do a project if they will be taking

the Bagrut exams only in the twelfth grade?

Pupils are expected to do two projects, regardless of which module(s) they are being tested on.

Pupils, for example, are required to do a project in the tenth or eleventh grade even though the

majority of them are not taking the Bagrut exams those years. Project work, like extensive

reading, is viewed as an important and integral part of the pupils' English studies and needs to

be part of the pupils' grade that appears on the report card.

46

18. What should I base my school grade on for the extensive reading and literature

programs?

We recommend that pupils have a reading file consisting of tasks (written and oral) and exams.

Following is a list of suggested tasks.

Write a letter to the author asking questions about how, why and where the

book was written.

Write a diary for one of the characters.

Rewrite the story from a different point of view.

Interview one of the characters and record the interview.

Rewrite the story in a different genre. For example write a poem

based on a story.

Write a sequel to the story.

Change the end of the story.

Produce a quiz/test/game.

Draw a map showing where the story takes place, describing what

happens in each place.

Hold a debate/trial on issues raised in the story.

Prepare a multimedia presentation on one aspect of the

story/play/poem.

Compare two or more stories.

Write a dialogue to be acted out.

Write a script for a film/video.

Write a literary review for a newspaper.

Do research related to an issue raised in the book.

19. How am I going to manage writing and giving so many matkonot for the different

modules?

Each level examination (3, 4, and 5 points) is broken down into two to three modules.

Below is a table of tasks for each domain comparing the existing format of the Bagrut exams

(EX) to the new Bagrut assessment (NBA). As you can see, there are no major differences in

the number of texts and tasks. In other words, yes, there will be more tests, but they will be

shorter and in total, will be similar to what is required now.

47

Table of Tasks for Each Domain for the Existing Bagrut Examinations (Ex) and the NBA

Number of

Points

Access to Information

from Written Texts

PresentationAccess to

Information from Spoken

Texts

Cloze

EX NBA EX NBA EX NBA EX NBA

1 2 2 ----- ----- 2 2 ----- -----

3 4 4 1 1 2 2 1 -----

4 3 3 1 1 1 1 1 -----

5 3 3 2 2 1 1 1 -----

20. Will the weight of the school grade be taken into consideration when determining the

discrepancy between the school grade and the exam grade? Will we lose the right to use

school grades as a "magen" if the disparities grow too large - even though we are

following the NBA guidelines?

To date, the Ministry of Education penalizes schools when there is a discrepancy of 20 points

or more between the school average of the school grade and the school average of the exam

grade. Even though project work, and the literature and extensive reading programs require

different assessment procedures from tests, this kind of discrepancy is not expected.

Therefore, if there is the above-mentioned discrepancy, schools will be penalized.

21. Will schools still need to apply for permission for pupils being tested in any of the

modules before the twelfth grade?

According to the new Bagrut model, applying for permission will no longer be necessary.

Schools will decide when and on which modules pupils will be tested.

48

22. Can pupils take modules for two different levels, for example modules B, C, and F,

on the same day?

No. Pupils can only take the modules for one specific level, for example modules C, D, and E

on the same day.

23. How can teachers learn more about the NBA and how to help their pupils?

In-service training courses were offered for high school teachers last year. This year,

additional courses are being given. It is compulsory that all high school teachers participate in

these courses. Please ask your English inspector for details.

49

Appendix: The Mock Examinations

The format of the mock examinations is based on the Table of Specifications. According to

these guidelines, the Bagrut examinations can include a wide variety of text and question types.

Therefore, the text types chosen for the mock examinations are NOT necessarily the same text

types that will be on future Bagrut examinations. Similarly, future Bagrut examinations may

or may not include question types or text types that appear on the mock examinations, or may

include additional question types and text types that do not appear in the mock examinations.

50

Documents

STATE OF ISRAEL - meyda.education.gov.ilmeyda.education.gov.il/files/Mazkirut_Pedagogit/English/… · Web viewInteracts with difficulty Gives simple phrases and/or single-word