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Grade<br /><br />Testing and Evaluation Book<br /><br />Introduction<br /><br />2<br /><br />Unit 6 test<br /><br />16<br /><br />Evaluation sheet<br /><br />3<br /><br />Summative test 2<br /><br />17<br /><br />Starter test<br /><br />6<br /><br />Skills test 2<br /><br />19<br /><br />Unit 1 test<br /><br />7<br /><br />Unit 7 test<br /><br />21<br /><br />Unit 2 test<br /><br />8<br /><br />Unit 8 test<br /><br />22<br /><br />Unit 3 test<br /><br />9<br /><br />Unit 9 test<br /><br />23<br /><br />Summative test 1<br /><br />10<br /><br />Summative test 3<br /><br />24<br /><br />Skills test 1<br /><br />12<br /><br />Skills test 3<br /><br />26<br /><br />Unit 4 test<br /><br />14<br /><br />Answer key and audio scripts<br /><br />28<br /><br />Unit 5 test<br /><br />15<br /><br />Carol Barrett<br />4812801_VFF_G5_Tests.indd 1<br /><br />Grade 5<br /><br />12/05/2011 09:37<br /><br />Introduction<br />Testing and evaluation<br />The Family and Friends Testing and Evaluation<br />Book provides different ways of evaluating<br />children’s progress, through ongoing assessment,<br />children’s self-assessment and formal testing.<br /><br />1 Classroom evaluation<br />Ongoing classroom evaluation is key to assessing<br />children’s progress. This can be achieved in a<br />number of ways.<br /><br />The evaluation sheet<br />page 3. This is to help you keep ongoing records of<br />children’s progress in skills and attitudes towards<br />learning. This evaluation sheet can be completed<br />every semester. From this information you can<br />plan further activities to develop the language<br />of those children who have mastered the skills<br />work easily and to reinforce the language of those<br />children who are having difficulties.<br /><br />Monitoring<br />When children are engaged in productive activities<br />such as speaking or writing, walk around the<br />classroom and check their progress, and offer help<br />where appropriate.<br /><br />Regular reviews in the Class Book and<br />Workbook<br />The purpose of the double-page Review section<br />in the Class Book and Workbook is to revise the<br />main learning points of the units, giving you an<br />opportunity to evaluate how much children have<br />understood.<br />language of the units, using flashcards to focus<br />on vocabulary. It’s also useful to sing the songs<br />again to help children memorize the key words.<br />You may wish to make notes on which children<br />are still having difficulty in recognizing or<br />producing words. These notes can be recorded<br />later on the teacher’s evaluation sheet (see<br />below).<br />Explain first what children have to do to<br />check their answers. Observe how individual<br />children respond to the exercise.<br />the whole class as a group.<br /><br />2<br />4812801_VFF_G5_Tests.indd 2<br /><br />Grade 5<br /><br />12/05/2011 09:37<br /><br />Family and Friends Grade 5 Evaluation Sheet<br />Name ............................................................................................................................<br />Class ............................................................. Date .....................................................<br />Satisfactory<br /><br />Needs<br />improvement<br /><br />No<br />opportunity<br />to evaluate<br /><br />Listening<br />The learner can listen attentively to the teacher and peers.<br />The learner understands the teacher’s instructions.<br />The learner can follow simple stories with understanding.<br />The learner can identify simple information from the listening text.<br />Speaking<br />The learner can repeat single words and simple phrases after a given<br />model (the teacher or audio material).<br />The learner can produce simple words and phrases.<br />The learner can produce simple sentences.<br />The learner can answer simple questions.<br />The learner can ask simple questions.<br />Reading<br />The learner can read simple sentences.<br />The learner can read aloud with comprehension.<br />The learner can read by taking turns in a dialogue.<br />Writing<br />The learner can use simple punctuation.<br />The learner can write single words correctly.<br />The learner can write sentences correctly.<br />Vocabulary<br />The learner recognizes the meaning of words when he/she hears<br />them.<br />The learner recognizes the meaning of words when he/she sees them.<br />The learner can name people, objects and animals which have been<br />taught.<br />The learner can recall words learnt previously.<br />Social development<br />The learner can co-operate in a group.<br />The learner eagerly helps others.<br />The learner communicates with ease with his/her peers.<br />The learner works hard in class and takes responsibility for his/her<br />work.<br />The learner can evaluate his/her own work.<br />Teacher comments:<br /><br />Teacher signature: ...............................................................................................<br /><br />PHOTOCOPIABLE<br /><br />4812801_VFF_G5_Tests.indd 3<br /><br />© Oxford University Press<br /><br />Grade 5<br /><br />3<br />12/05/2011 09:37<br /><br />2 Self-evaluation<br />Self- evaluation is a key part of children’s<br />development as language learners. It encourages<br />important learning skills such as monitoring<br />progress, setting goals and assessing their own<br />learning styles.<br />Talk to children about how they feel about their<br />work. Use the self-evaluation activity at the end of<br />the Class Book Review page which shows smiley<br />they feel happy or worried about their progress<br />in English. Encourage all children to choose and<br />colour the appropriate smiley face. It is highly<br />motivational for children to feel that their teacher<br />is taking an interest in their self-assessment, so<br />make time to comment on children’s assessments.<br />If a child expresses particular difficulties in the<br />self-assessment, arrange to talk to him/her after<br />the class.<br /><br />3 Testing<br />Tests are a more objective check on what exactly<br />children have learnt and what needs more<br />consolidation. From this diagnostic information<br />you can decide on remedial activities.<br /><br />phonics of the previous three units. The phonics<br />activities include one listening activity, supplied<br />on the course audio material. The Summative<br />tests can be administered at the end of Units 3,<br />6 and 9 respectively.<br />Skills tests 1–3: These are two-page tests which<br />cover the content of the previous three units<br />and evaluate the four key skills of Listening,<br />Reading, Writing and Speaking. The Listening<br />section of each Skills test includes two listening<br />activities, supplied on the course audio<br />material. The Skills tests can be administered at<br />the end of Units 3, 6 and 9 respectively.<br /><br />Administering a test<br />Testing is an important part of the teaching/<br />learning process. Pupils can become anxious<br />about tests, so it is important to create a calm<br />and supportive environment. Before setting a test,<br />have a quick warm-up session on the language to<br />be covered in the test.<br />Explain the scoring system to the class so that<br />they feel responsible for their own learning<br /><br />Summative tests and the Skills tests is 30 marks.<br /><br />Pupils can be encouraged to realize that testing is<br />not only a way of assessing their progress, but also<br />a way of helping them. It helps you to see what<br />errors the pupils are making, and will help them<br />correct their errors. Mistakes need not be presented<br />in a negative light; rather as a positive stage in<br />learning to guide pupils towards future progress.<br /><br />Types of tests in Family and Friends<br />The Family and Friends Test Booklet contains the<br />following tests:<br />Unit tests 0–10: There are ten one-page<br />Unit tests which cover the vocabulary and<br />grammar content presented in each core unit,<br />including the Starter unit. Each test contains<br />two vocabulary activities and two grammar<br />activities. The Unit tests can be administered at<br />the end of each unit.<br />Summative tests 1–3: These are two-page tests<br />which cover the vocabulary, grammar and<br /><br />4<br />4812801_VFF_G5_Tests.indd 4<br /><br />follows:<br /><br />Grade 5<br /><br />12/05/2011 09:37<br /><br />Administering the Speaking section<br />of the Skills test<br />Each of the three Skills tests offers an opportunity<br />to evaluate speaking skills through a short<br />individual speaking activity. You may wish to<br />carry this out while the rest of the pupils are<br />completing the written parts of the Skills tests.<br />the class or to a quiet corner one by one with their<br />copy of the test. Some pupils may feel anxious<br />so encourage them to relax and feel at ease. The<br />speaking activities involve recognizing pictures<br />and saying the corresponding words or answering<br />simple questions. You can give each pupil a couple<br />of simple questions that they already know to get<br />them started, such as What’s your name? How are<br />you? before focusing on the test activity.<br /><br />Speaking attainment targets<br />For each item in the Speaking test, children can<br />receive half a point for communicating their<br />communication skills. They can receive another<br />half point if the sentence is accurate and contains<br />no errors.<br /><br />Grade 5<br /><br />4812801_VFF_G5_Tests.indd 5<br /><br />5<br />12/05/2011 09:37<br /><br />