PROJECT Achievement Tests.pdf

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~DNT.NTS
Introduction
Test 1
4
6
11
16
21
26
28
Test 2
Test
3
Test 4
Answer key with notes
Audio transcripts
Marks cover sheet
30
PRtJJE,~T A~IIIE.VE,ME,NT
TE.STS:
AN INTRtJDUe,TltJN FDR TE,AI:IIE.RS
WHAT AR£ THE.
PROJE.~T
A~HIE.VE.M£NT
TE.STS?
The tests in this booklet are skills-based achievement tests
intended to monitor students' progress over a period of
time. They are loosely based on the syllabus of
Project 4
(Test 1 is based on Units 1 and
2,
Test
2
on Units 3 and 4,
and so on) and can be used as a means of testing students
at a key stage in their education, such as the transition
from primary to secondary school, or in preparation for
external exams. The [eveI of the tests is similar throughout
the booklet, and is pitched at B1 of the Common European
Framework of Reference for Languages (2001 edition).
The tests reflect the themes and the text types presented
in the course book. Since the tests are skills-based,
structures and functions are not tested systematically but
their acquisition is, to a large extent, a pre-requisite for
success in the tests.
WRIT/Nil
Mark
Criteria
No assessable language anc:or task miSinterpreted.
Numerous errors in vocabulary and structure
make comprehension difficult; work may seem
incoherent.
Frequent errors and/or very simplistic repetitive
language prevent candidate from adequately
fulfilling the task.
Some organisation is apparent, and sentence
structure is generally acceptable; there are errors,
but they do not usually impede communication.
The writing is organised, and reflects a good
attempt at the task in hand, with some range of
vocabulary. It is sufficiently clear to make
comprehension unproblematic.
Well-organised piece of work, with very few
errors, displaying complete control of task and a
range of structures and vocabulary.
0
1
2
3
4
How
MU~H
TIM£ SIIOULD I
FOR TH£ TE.STS?
ALtOW
5
The written part of the test is intended to be completed
in approximately one hour, as follows:
Listening:
Reading:
Use of English:
Writing:
15
mins
20
mins
10 mins
To obtain a mark out of ten, double the mark obtained from
the grid and adjust this mark up or down if necessary to
get a truer reflection of the candidate's performance.
SPE.AI(IN4
Mark Criteria
15
mins
However, your students may need more time, especially
for the first test, when it will be necessary to explain the
format to them. If you have less than one hour available,
you might like to consider administering the listening
component separately.
The speaking component should take about 8-10 minutes
for each student, or
12-15
minutes if students are tested
in pairs.
0
1
I
No assessable language and/or no evidence of
comprehension.
Speech is extremely hesitant and difficult to
understand; there may be little evidence of
comprehension.
Speech is limited to short or incomplete
utterances which may be difficult to understand.
The candidate shows comprehension of the
different tasks required, and can interact
satisfactorily, even though speech ma
be
hesitant, vocabulary range limited, a
pronunciation at times problematic.
The candidate interacts appropria-e • s· oWing
understanding, and adapting t
e
~as
in hand.
Vocabulary and pronuncia io
0
en s do not
impede communication.
The candidate adapts ell
~o
me different types
of task, and
IS
able to ta e initiatives in
u icative strategies more
interaction; good co
than
compens2~e
for any small problems with
range and/or pronunciation, or other errors.
2
3
S~ORIN4
SPE.AKIHtJ AND WRITIH.
To score the writing and speaking components of the test
you will need to use a grid. This may be analytic, in which
marks are awarded for different areas of competence such
as range, fluency or pronunciation (for speaking), or holistic,
in which you select the description which corresponds most
closely to the candidate's performance. Holistic grids are
quick to use, and can be just as reliable as analytic grids.
Sample holistic grids for speaking and writing are given
below. You can use them for the Project Achievement
Tests or adapt them as you think fit.
4
5
Use thiS grid in each part of me speaking component; add
the marks to get a total out of fifteen.
-
Introduction to
Project
Now
t:AN IINTE,RPRE,T RE,SUI.TS?
The total score available is as follows:
Listening
Reading
Use of English
Writing
Speaking
TOTAL
SP£AKIHti
-
PRODUt:.TIOH
10 pOints
15 points
10 points
10 points
15 points
60 points
I can connect phrases in a simple way in order to describe
experiences and events, my dreams, hopes and ambitions.
I can bnefly give reasons and explanations for opinions and
plans. I can narrate a story or relate the plot of a book or
film and describe my reactions.
WRIT/Hcf
I can write simple connected text on topics which are
familiar or of personal interest. I can write personal letters
describing experiences and impressions.
Interpreting numerical results in a language test is not
easy, especially as learning environments differ greatly,
and what might be a good result for one class might be
less than satisfactory in another. In theory, however, a pass
mark in an achievement test should be around sixty per
cent of the total marks available. You should base your
interpretation on your knowledge of the class and adjust
the pass mark accordingly, as in the hypothesis below:
Weaker classes
Stronger classes
Pass
Good Pass
Excellent
35 points
40 points
45 points
40 points
45 points
50 points
"ow
IS
TilE, I.E,VE,I. "E,St:R/8E,,,
IN TilE, e,OMMON SUROPE,AN
FRAME,WORIC (e,SF)?
I
CEF: 81 levels of reference by skill from the
self-assessment grid
(©
Conseil de l'Europe
Council of Europe, Strasbourg, France)
I.IST£HIHcf
I can understand the main points of clear standard speech
on familiar matters regularly encountered in work, school,
leisure, etc. I can understand the main point of many radio
or TV programmes on current affairs or topics of personal
or professional interest when the delivery is relatively slow
and clear.
R£ADIH4
I can understand texts that consist mainly of high
frequency everyday or Job-related language. I can
understand the description of events, feelings and
wishes in personal letters.
SP£AKIH4
-
IHT£R.At:.TIOH
I can deal with most situations likely to arise whilst
travelling in an area where the language is spoken.
!
can
enter unprepared into conversation on topics that are
familiar, or personal interest or pertinent to everyday life
(e.g. family, hobbies, work, travel and current events).
Reading
_
..
_-----_
..
- - _ . _ - - - - - - - - - - - - - - - - ,
B
ritain's newest Queen of pop,
Dido, has told the government
that schools should spend more
time teaching music. 'Every child must
have the opportunity to write songs and
learn an instrument,' she said. 'Music
should be at the top of the curriculum,
and all students should have a basic
knowledge of classical music.'
Dido shot to fame in 2000 when
Eminem included her song,
Thank you,
on one of his albums. Since then Dido
has become a star on both sides of the
Atlantic. Her first album,
No Angel,
has
sold 12 million copies. In 2003
Life for
Rent
became the UK's top CD, selling
two million copies in just three months,
between September and December.
Dido began her career in music when
she was at primary school. She stole a
recorder from a lost property cupboard
when she was just five years old. After
that she started learning the violin, and
later played the instrument in a youth
orchestra.
But Dido thinks that twenty years
of cuts in music education have had
a negative effect on the country's
musical life. She may be right. A recent
survey of 14 year-olds showed that 65
per cent were unable to name a single
classical composer, while a quarter
o~
those interviewed could not recognize
a violin.
I
Read the text and write short answers to the questions.
o
Who is Britain's latest pop queen)
Djd.o
..
.
1 When did she become famous
?
2 What was the name of her first album?
.
3 How many copies of
Life for Rent
did she sell in 2003? .
4 Where did Dido's career in music begin?
5 Which instrument did she play in an orchestra?
.
.
.
6 What percentage of 14-year-olds couldn't name a classical composer?
7 What percentage of them could recognize a violin?
..
MARK ......
/7

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