Student Assessment Handbook ENGLISH Language (Grades 11-12) : For The Year (2020-2021)

Student Assessment Handbook
ENGLISH Language (Grades 11-12)
(adapted version)
For the year (2020-2021)

CONTENTS
GENERAL INTRODUCTION
1. Background p. 2-7
A. Definitions p. 3
B. Electronic Continuous Assessment Tools p. 4
C. Moderation p. 4-5
D. Reporting p.5
E. Electronic Assessment (Plan B) p.5
2. Learning Outcomes in Grades 11 and 12 p. 5-7
GATHERING INFORMATION
1 Gathering Information Tools p. 8-15

1.1 Day-to-Day Observation p. 8
1.2 Classroom Questioning p. 9
1.3 Presentations p. 9-10
1.4 Written Work p. 10-11
1.5 Quizzes p. 11-12
1.6 Class Tests p.12-14
1.7 End of Year Exam p. 14-15
3. Formative Assessment
3.1 Giving Feedback to Students p. 15-16
3.2 Student Self-Assessment p. 16
APPENDICES
1. Awarding Marks 'Core' English, Grades 11 and 12 p. 17-28
2. Awarding Marks 'Elective' English, Grades 11 and 12 p. 29-37
3. Specifications for class Tests p. 38-42
4. Exam Specifications for Grade 11 p. 43-47
5. Exam Specifications for Grade 12 Plan A p. 48-52
6. Specifications for electronic assessment (grade 12) Plan B p. 53-60
1
BACKGROUND:
Due to the COVID-19 pandemic, the Ministry of Education has taken the decision to adapt
the teaching, learning and evaluation methods this academic year 2020/2021 for all
subjects and all grades, from 1 to 12 inclusive.
All schools will employ a blended learning methodology during this period to facilitate
teaching and learning. Blended learning is an educational approach in which students learn
via electronic and on-line platforms (Google Classroom/ Google Meet) in addition to
learning through the more traditional face-to-face teaching methods. As a result, the
methods for evaluating and assessing student learning have been adapted.
To evaluate students' performance and measure their 2020/2021 academic achievement

for Grades 1 to 12, the Ministry of Education has decided to apply the Continuous
Assessment (CA) for a whole academic year, rather than semester wise, which was
previously the case. It has also reduced the Curriculum content and outcomes.
Furthermore, it has increased student learning time by using those days previously spent
doing examinations at the end of Semester One for learning purposes. These days will now
be referred to as study days.
The Ministry of Education stresses the importance of teacher planning and preparation for
implementing the formative and summative assessment tools throughout the academic
year 2020/2021. As blended learning methodology is being applied in all schools
throughout the Sultanate of Oman, teachers need to carefully plan and prepare assessment
tools that align with the teaching methods being employed such as on-line learning
platforms (Google Classroom/ Google Meet), distance learning through e-mails or Google
Drive, and traditional face-to-face teaching methods.
This document includes the Key Learning Outcomes, the Weightings for the Continuous
Assessment (CA) tools, the Outcomes and Rating Scales for the four skills, Speaking,
Listening, Reading and Writing, Marks Sheets for Continuous Assessment (CA)and
Specifications for Class Test and End of Year Examinations.
In order for teachers to effectively apply the Continuous Assessment (CA) tools, teachers
need to refer to the following documents: the adapted documents for 2020/2021 in
addition to the original Student Assessment Handbook (SAH) for 2019. for additional
guidance and support. The list is as follows:
- The Adapted General Document for Evaluating Student Learning for Grades 1 – 12
2
(Version 2020/2021).
- The Student Assessment Handbook (SAH) for English Grades (11-12) (Version 2019).
- The General Document for Evaluating Student Learning for Grades 1 – 12(Version 2019).
- The Adapted Final Moderation Guidelines for Schools in Oman (Version 2020/2021).
- The General Operational Framework for Schools in Oman for the academic year
(Version 2020/2021).
- The Ministry of Education (MOE) Regulations for E-Learning for the academic year
(Version 2020/2021).
A. Definitions:
E-Assessment
It is the process of applying different information technology tools or resources such as

educational platforms (Google Classroom/ Google Meet), educational software, and Apps
(Wordwall) and using various educational methods to collect students' responses. Teachers
can use different Continuous Assessment (CA) tools, both formative and summative such
as discussions, projects, reports, homework assignments, in addition to quizzes, short tests
and examinations using a blended methodology approach. Teachers can then analyse these
to help them identify the impact of teaching and learning in the educational process.
Furthermore, this will enable teachers to make valid, reliable and informed judgements
based on quantitative and qualitative data (adapted from Al-Gharib Zaher Ismail, 2009).
The Assessment of Distance Learning:
It is one type of E-Assessment. It is an assessment method used when there is a physical

separation or distance between the teacher and the learner throughout the length of the
teaching and learning process as the lessons are delivered through various tools such as TV
Channels, the Internet and mobile phones. Distance learning is assessed using a
correspondence method where teachers assess students via regular mail, e-mail, Google
Drive, phone, satellite channels, and or computer-managed assessment programmes
(adapted from Dr. Rafidah Hariri, 2012).
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B. Electronic Continuous Assessment Tools:
It is vitally important when implementing electronic CA tools or for Grades 1 to 12 inclusive

that teachers, supported by their Senior Teacher and/or Regional Supervisor activate the
various IT resources such as educational platforms (Google Classroom/ Google Meet) and
(Wordwall or Handwriting) Apps in measuring students' learning outcomes and acquired
skills. This could be conducted in parallel by providing feedback for students' formally
assigned work. Students who suffer from chronic diseases and students who are considered
to be high-risk can only study through distance learning and assessment methods.
There are four important considerations when assessing student learning outcomes:
- Teachers should be able to apply all the Continuous Assessment (CA) tools electronically.
- Some Continuous Assessment (CA) tools have not been included in the adapted
2020/2021-mark register form. However, teachers are advised to continue applying these
assessment tools for formative assessment purposes in gathering information, and for
providing feedback to students so as to enable them to improve their learning.
- The teacher should train students in acquiring the requisite skills and should also provide
constructive feedback so that students achieve the learning outcomes.
- During the time that students are at home (1 week or 2 weeks) teachers must provide
students with tasks that can be assessed through the educational platforms (Google
Classroom, Google Meet, Google Drive or other alternative methods such as email or other
available Apps such as Worldwall/Handwriting). Therefore, teachers should plan these
activities well in advance to achieve the learning outcomes.
-In case if some students are not able to activate the platform (Google Classroom or
Google Meet) or receive or deliver their work, using any of the alternative methods such as
email, Goggle Drive and other available Apps, the school can arrange specific days for
students to come to school to submit their work.
C. Final Moderation
The purpose of moderation is to ensure that the criteria for awarding marks are being
applied fairly and consistently at different schools across the country. For this purpose,
teachers will need to provide visiting moderators with convincing evidence that the marks
which they have awarded for Continuous Assessment are fair and accurate, and in line with
national assessment criteria.
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For this academic year 2020/2021 the Moderation process will be implemented according to
this academic year's guidelines that will be issued in due course.
D. Reporting
For this academic year 2020/2021 parents receive Two reports regarding their son's or
daughter’s achievement in the learning outcomes for English for the year:
- In the middle of Year, a ‘descriptive’ report.
- At the end of Year, a ‘full’ report for the whole year.
The descriptive report does not include any marks or grades. Instead, it provides a brief
comment usually consisting of 10 to 15 words.
By contrast, the full report does not include any comments. It simply gives information
about the student’s final percentage mark and letter-grade for English.
• In Grade 12 students awarded the General Education Diploma on completion of Post-
Basic Education.
E. Electronic Assessment (PLAN B (100% Online-Learning for Grade 12)
(This PLAN B to be implemented if Grade12 students are taught ONLY electronically using
online platform (Google Classroom/ Google Meet) OR Distance Learning). The assessment
framework for the diploma students in Grade 12 will combine both Continuous Assessment
and Formal Examinations (Mid of Year Test & End of Year Exam). (see appendix 6).
2. LEARNING OUTCOMES for GRADES 11 & 12

‘CORE’ ENGLISH
• In both Grade 11 and Grade 12, The Learning Outcomes for these ‘core’ courses are
grouped into five elements:
Listening Speaking Reading Writing Grammar & Vocabulary
• A total of nine key outcomes have been identified:
Elements Key Learning Outcomes
LST Can understand a variety of spoken texts.
Can give presentations.
SPK
Can interact with others.
RDG Can understand a variety of written texts.
Can write and respond to letters and e-mails. (Interactive) grade 11 only
Can write texts with the purpose of providing information. (Informative)
WRT
Can write stories and narrate events in the past. (Narrative) grade 12 only
Can write texts which express and justify opinions. (Evaluative)
GRM/ VCB Can understand and use grammar and vocabulary.
5
The weightings for each element at grades 11 & 12 Core are as follows:
GRADE 11 GRADE 12
Continuous Assessment End of Continuous Assessment End of

YEAR YEAR
Elements TOTAL TOTAL
EXAM EXAM
CA CLTs (CA) CLTS
(EYE) (EYE)
LST — 15% 15% — 15% 15%
SPK 15% — 15% 10% — 10%
RDG 5% 5% 15% 25% 5% 5% 15% 25%
WRT 5% 5% 5% 15% 30% 5% 5% 5% 20% 35%

GRM/
5% 5% 5% 15% 5% 10% 15%
VCB
10 10 10 10 10 10
20% 10% 100%
Total % % % 50% 100% % % % 60%
50% 40%
Note: These weightings reflect the content and priorities of the relevant ‘Core’ course materials in
’Engage with English’. Adapted plan for the year (2020/2021)
‘ELECTIVE’ ENGLISH
• In both Grades 11 & 12 the learning outcomes for the ‘Elective’ English course are
grouped into four elements:
Listening Speaking Reading Writing
• A total of six key outcomes have been identified:
Elements Key Learning Outcomes

LST Can understand a variety of spoken texts.
SPK Can interact with others.
RDG Can understand a variety of written texts.
Can write and respond to formal letters and e-mails. (Interactive)
WRT Can write texts with the purpose of providing information. (Informative)
Can write texts which express and justify opinions. (Evaluative)
6
The weightings for each element at grades 11 & 12 Elective are as follows:
GRADE 11 GRADE 12
Continuous Assessment End of Continuous Assessment End of

YEAR YEAR
Elements TOTAL TOTAL
EXAM EXAM
CA CLTs (CA) CLTS
(EYE) (EYE)
LST — 5% 15% 20% — 20% 20%
SPK 10% — 10% 10% — 10%
RDG 5% 5% 5% 15% 30% 5% 5% 5% 15% 30%
WRT 5% 5% 5% 5% 20% 40% 5% 5% 5% 25% 40%
10 10 10 10 10 10
20% 10% 100%
Total % % % 50% 100% % % % 60%
50% 40%
Note: These weightings reflect the content and priorities of the relevant ‘Elective’ course
materials in ’English Insights 2 & 3’’. (Adapted plan 2020/2021)
GATHERING INFORMATION
1. Gathering Information Tools

The aim of this section is to provide information and guidance which will help teachers to
maximise the quantity and quality of the assessment information that they gather.
• This section includes seven main tools for gathering assessment information:
- Day-to-Day Observation, Classroom Questioning, Presentations, Written
Work — are examples of assessment as an integral part of teaching. Here,
the emphasis is on the need for teachers to conduct constant, on-going
assessment of both individuals and the whole class, so that he/she can note
progress, identify problems and find solutions.
- Quizzes, Classroom Tests (CLTs) and End of Year Exam (EYE)— are
instruments and procedures which are designed specifically for assessing student
learning.
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1.1 DAY-TO–DAY OBSERVATION
To ‘observe’ is ‘to watch (and listen to) someone or something carefully’. Teachers
should continually observe, and record observations of their students in the
classroom/virtual classroom.
Implementation
• Teachers should observe not only individuals, but also groups and the whole class.
• Daily observation involves paying close attention to:
- what students say - what students write
- what students do - which strategies students use to carry out tasks
- how students react to new input - how students interact with each other
- what is revealed by their facial expressions and body language
- what is revealed by their self-assessments
1.2 CLASSROOM QUESTIONING
Classroom Questioning is one of the most important tools for investigating students'
learning. It involves using different types of questions to gather useful, reliable information
to assess student learning. One of the advantages of classroom questioning is that, if the
first question does not work as expected, the teacher can ‘try again’ by re-formulating the
original question or by asking a new, follow-up question.
1.3 PRESENTATIONS
The ability to speak in public is an important learning outcome, students are required to
give English language presentations.
• In a typical presentation, the speaker stands in front of the rest of the class and
speaks about a particular topic for a specified time. After this, he/she answers
questions from the audience.
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• The main content of the presentation can consist of information, ideas, opinions,
project results, etc. This content will frequently be supported by visuals of some
kind.
• The duration of these presentations in Grades 11&12, it is about five minutes (not
including the questions from audience)
• It is important that students stick to the specified time-limit and learn to use the
time as well as possible.
Implementation
• From the very beginning, students should be given regular opportunities to practise
speaking in front of an audience — starting with mini-presentations on easy topics,
and gradually increasing the length and complexity of the task.
• Topics can be chosen by the teacher, by the class or by individual presenters.
• Students may use brief notes but should not be allowed to read out from a prepared
text.
• Presentations can be given individually or by small teams. In the latter case, more
time can be allowed. (Note: Marks should, however, always be awarded
individually.)
• During this practice, students should be given specific guidance on the ‘physical’
aspects of a presentation: how to use their voice, body, hands and eyes. The
importance of ‘starting well’ should also be emphasised.
• Students create presentations (i.e. PowerPoint or poster) to present to teacher and

classmates online and receives teacher and peer feedback.
• Students can record their presentation and send it by email or Google Drive OR
upload and deliver a video of his/her presentation to the school’s platform (Google
Classroom/Google Meet or other Discussion Board) and receive teacher and peer
feedback.
Assessment
• Marks are awarded to students using the special Rating Scale to be found in the
relevant Appendices.
• Students should be made familiar with this Rating Scale, which sums up the main
criteria for an effective presentation. (Note: Presentations provide ideal
opportunities for self- and peer-assessment).
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• Teachers may wish to make audio- or (even better) video-recordings of
presentations, and use these, possibly for assessment and moderation, but more
particularly for teaching purposes. However, students should never be forced to
appear on a recording against their will.
1.4 WRITTEN WORK
The teacher can also gather useful information by looking closely at students’ written work
— whether this work has been done in class, as homework or as part of a project.
Teachers should use written work as an assessment tool because:
• It provides detailed information, especially about students’ Writing.
• It provides an easily-accessible and permanent record, which shows students’

progress over time.
• It can be examined by the teacher at any time and place, so she is able to
concentrate fully, without distractions.
Implementation
• Written work can be time-consuming, so students may have to produce their written
work outside of the classroom.
• The teacher must make sure that all written work has been done by the students
themselves, without inappropriate assistance from others (parents, family, friends,
the Internet, etc.)
• Teachers should follow a strict policy of not accepting any work which has not been
done by students. This policy should be explained clearly at the start of the school
year and applied consistently.
• If students submit written work electronically, it should be written with student
handwriting, scanned, and uploaded as a file. Also, Students can write directly using
Handwriting Apps if available.
• Teachers can provide students with all possible alternatives (emails/apps) for
submitting their work. Students might also come to school to submit their work.
1.5 QUIZZES
Quizzes are a more informal type of test than CLTs. They can be used at any grade-level
to gather additional information about students’ learning.
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• There are no fixed marks for quizzes. Any information obtained from quizzes should
be combined with information obtained from other sources or ‘tools’.
•
Quizzes are a useful assessment tool, but tests of this kind should not become the
main — and certainly not the only — assessment tool used by the teacher.
Implementation
• Quizzes should be done during normal classroom teaching.
• They should be very short, lasting no more than 10 minutes.
• The teacher may or may not wish to tell students about a quiz or give students
information about the specific topic or focus of the quiz in advance.
• It is possible to use a wide variety of different test formats (types of task). Student
responses can be either written or, where appropriate, spoken.
• Unlike CLTs, quizzes will often have a relatively narrow focus, e.g. on a very specific
learning outcome or language point.
• Teachers are recommended to use any available electronic Apps in Google Classroom
platform such as Quiz Assessment to prepare quizzes.
Assessment
• There is (usually) no need to prepare a written Marking Guide; a more informal

approach will be sufficient.
• Scores from quizzes should be combined with information about each learning
outcome, gathered using other tools, to award Continuous Assessment marks using
the appropriate Rating Scale(s).
1.6 CLASS TESTS (CLTs)
A ‘test’ is a specially-designed procedure for gathering information about students’

achievement of learning outcomes.
• In a typical testing situation:
- The same tasks are carried out by all of the students.

- Students must work independently.
- There is a marking guide, with either the correct responses or a rating scale (set
of criteria) for judging the quality of students’ responses.
• In Grades 11 to 12 , there will be three Class Tests.
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• Each of these two tests will receive a maximum of 10 marks. So the total CLTs mark
will be 30% of a student’s overall mark for English.
• Each test will consist of 2 sections, which will focus on two different elements, with
5 marks for each.
• In the special case of GRM/VCB, the section should consist of two sub-sections (VCB
and GRM), each with 5 items (Note: Half-a-mark for each item).
• The teacher is responsible for preparing items and questions for each test paper
manually OR electronically using the provided Google Form in the Google Classroom
Platform.
• Due to COVID-19 Pandemic the teacher is responsible for preparing two or more
copies of the test if it is administered at different timings.
• Test-writers should focus on the key learning outcomes (e.g. ‘Can…’) and cover
them as well as possible within the limited time available.
• Test-writers should try to give all the students a fair chance to show what they can do.
This can be achieved by including both easier and more challenging tasks/items in the
tests.
• Each test must provide a valid assessment of students’ language skills. For this
reason, teachers should not use any Listening or Reading texts which students have
already heard or seen. Teachers may, therefore, have to create their own simple texts,
similar — but not identical — to texts in the course materials. Likewise, tasks set in
the Writing section should not be identical to tasks which students have already
done in class.
• Unlike in Classroom Questioning, the test-writer does not have a ‘second chance’ to
produce a well-worded question. So great care should be taken to produce test-items
that are clear and free of any errors.
• To help ensure the quality of the test papers, it is recommended that, test-writers
should not work alone, but together with other teachers. At the very least, they
should ask another teacher to check their test paper before giving the test. The most
reliable way to check any test, is for teachers to try it themselves.
• It is also a good idea to review the quality of the test paper again after the students
have taken it. Take note of any unexpected problems which occurred in your items (or
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marking guide). Learn from these problems and improve your test-writing
performance next time!
Implementation
• CLTs should be short, lasting no more than 60 minutes.
• They should be administered as part of normal lessons.
• If the CLTs are administered through platform (Google Classroom), teachers should
ensure that cameras are on.
• Students should be informed in advance of the dates, and of the two elements which
will be tested. However, no further information should be provided.
• During the test, students will be expected to work individually. Students should not be
allowed to copy from each other, or otherwise share answers, during the test. This is
essential if the test results are to have any value or usefulness at all.
• If the test includes Listening, texts/ scripts should be read out/recorded twice.
• Writing should be done in student’s handwriting and uploaded as a file. Students can
also write directly through Handwriting App if available.
Assessment
• Each test-paper should be accompanied by a written Marking Guide. For some types
of task (e.g. LST, RDG, GRM and VCB), teachers can simply make a list of correct
answers, with a specified number of marks for each. For others (e.g. WRT), a Rating
Scale will be required: this can be ‘borrowed’ or adapted from the official CA Rating
Scales.
• Immediately after marking any particular CLT, teachers should enter the students’
marks in ink on the ‘Summary of Marks Awarded’ (SMA).
1.7 END of YEAR EXAM (EYE)
The END of YEAR EXAM is a formal examination given at the end of year. It covers four of
the elements: LST, GRM/VCB, RDG & WRT.
• In Grade11, 50 marks will be awarded.
In Grade 12, 60 marks will be awarded.
• The duration of END of YEAR EXAM will be as follows:
Grade 11: Two-and-a-half hours. (150 minutes)
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Grade 12: Three hours (180 minutes)
• Marks from the Grade 12 exams will contribute to the General Education Diploma
awarded to students on completion of Post-Basic Education.
• Students who fail to achieve the overall pass-mark (50%) for the year’s work will
have the opportunity to take the Second Session Exam.
Implementation
• In Grade 12, the exam papers will be prepared and administered centrally, by the
Ministry.
• In Grade 11, the teacher is responsible for preparing items and questions for each
test paper manually OR electronically using the provided Google Form in the Google
Classroom Platform.
• All exam papers will be prepared according to the official Exam Specifications.
Details of these can be found in Appendices, Four & Five.
• Teachers should make sure that students are familiar, in advance, with all the test
formats (task-types) which appear in the Specifications. They should ensure that the
task-instructions are clear and that the students know what to do.
Students will also need to know on what basis marks will be awarded in the tests.
(Note: To assist teachers with this task, the CEAM will provide electronic templates
for all the English test papers and marking guides).
• Test-writers should try to give all the students a fair chance to show what they can
do. This can be achieved by including both easier and more challenging tasks and
items in the tests.
• In order to provide a valid assessment of students’ language skills, Listening or

Reading texts which students have already heard or seen will not be included in the
exams. Only unseen texts will be used. Sentences or short texts used in the GRM/
VCB section will, likewise, follow the same principle.
• Test-writers should also remember that language-learning is cumulative, and not

focus solely on recently-taught material.
• Due to COVID-19 Pandemic the teacher is responsible for preparing two or more
copies of the test if it is administered at different timings.
• Listening texts will be recorded and duplicated on CDs for Grade 12.
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• For Grade 11, the school decides how to deliver the Listening texts through the
platform (Google Classroom) either recorded or read directly by teacher.
• For Grade 11, the school implements the End of Year Exam either through the
platform (Google Classroom) or in the school based on the instructions by the MOE
and the COVID0-19 Pandemic main committee.
• For Grade 11, the Listening, texts/ scripts should be read out/recorded twice and
delivered through platform Google Classroom/ Google Meet.
• To help ensure the quality of the exams, test-writing will be done in a collaborative
way, with team of test-writers working closely together and supporting each other.
• It is also essential to review the quality of the test-paper again after the students
have taken it. Taking note of any unexpected problems which occurred can help
test-writers to improve their performance next time.
(Note: writing should be done in student’s handwriting, scanned, and uploaded
as a file OR write directly using Handwriting App if available).
3 FORMATIVE ASSESSMENT
Formative Assessment is assessment for learning, with the aim of helping students to
achieve the relevant learning outcomes. Its purpose is to improve achievement, typically
by intervening in some way in the teaching-learning process.
• This kind of assessment tends to focus on the smaller outcomes which contribute
towards the achievement of the larger outcomes. It is especially interested in ‘how’
and ‘why’ learning is achieved, and in what specific action can be taken to change
things — always remembering that the larger outcomes are the long-term target.
• The following sections give information about two types of Formative Assessment:
- Giving Feedback to Students
- Student Self-Assessment
3.1 GIVING FEEDBACK to STUDENTS
Feedback can be defined as: ‘Comments to students about the quality of their work with
the aim of improving it’. (Note: The work can be either already completed or still in
progress.)
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Two points to consider regarding feedback:
➢ Peer-Assessment: Remember that you are not the only person in the classroom who
can give feedback. Students should be given opportunities to give feedback to each
other. This process — known as peer-assessment — not only helps to develop student
self-assessment (see Section 3.2 below); it can also produce interesting, genuinely
communicative classroom interaction.
➢ Giving Written Feedback: The comments, corrections and other notations that you
put on students’ written work are also a kind of feedback. As with Classroom
Questioning, there are different ways to do this. You can simply insert the correct
words for the student. However, it may be more productive and more beneficial to
encourage student self-correction by:
either (i) only indicating where a mistake is, with no additional information.
or (ii) indicating where a mistake is and what type of mistake it is;
or (iii) writing a comment about a point which (overall) needs to be improved.
3.2 STUDENT SELF-ASSESSMENT
One of the central goals of Basic Education is that students gradually become autonomous
learners, capable of deciding for themselves what they need to learn and how to learn it.
Therefore, teachers are encouraged to use various self-assessment activities.
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APPENDIX
ONE
Awarding Marks for

‘CORE’ ENGLISH
in Grades 11 & 12
Learning Outcomes,
Rating Scales &
Recording Sheets
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‘CORE’ ENGLISH — OUTCOMES & RATING SCALES for SPEAKING(1)
OUTCOME # 1 RATING SCALE # 1
– Presentations are easy to follow, well-structured and interesting.
Can give presentations. – Contact with audience is very good.
– Voice and pronunciation are clear.
5
– Language used is mostly accurate.
– Presenters in Grades 11 & 12 should be able to – Supporting visuals are clear and effective.
speak in front of the class for five to six – Answers to Qs are clear and convincing.
minutes. – Presentations are mostly clear, as well as quite interesting.
– Contact with audience is reasonably good.
– Topics should be appropriate to students’ age – Voice and pronunciation are mostly clear.
and interests.
4
– Language used contains inaccuracies, but meaning is only rarely obscured.
– Supporting visuals are adequate.
– After the presentation, there should be an – Answers to Qs are mostly adequate.
opportunity for the audience to ask questions.
– Presentations are reasonably clear, but not very interesting.
Presenters should be able to: – Contact with audience is only moderate.
– speak in public with confidence. – Voice and pronunciation are fairly good.
3
– organise information and ideas into a coherent – Language used contains noticeable errors, occasionally making meaning unclear.
spoken text. – Supporting visuals are reasonably adequate.
– stay within the time allocated – Answers to Qs are only partly effective.
– make effective contact with the audience. – Manages to convey some information, but generally ineffective/ uninteresting.
– use voice (and gesture) clearly and appropriately. – Contact with audience is rather weak.
– use appropriate visual aids to support their – Voice and/or pronunciation are sometimes unclear.
presentations. 2
– Language used contains frequent errors, making meaning sometimes unclear.
– use grammar/ vocabulary appropriately and – Use of supporting visuals is limited.
correctly. – Answers to Qs are not very clear.
– monitor & correct own mistakes/miscues. – Presentations are unclear and uninformative.
– answer questions from the audience. – Contact with audience is very weak.
– Voice is difficult to hear and/or pronunciation is difficult to understand.
Note: Students may use brief notes, but should 1
– Frequent serious errors make speech generally difficult to follow.
not read out from a prepared text. – Supporting visuals are either missing or clearly inadequate.
– Answers to Qs are very inadequate indeed.
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‘CORE’ ENGLISH — OUTCOMES & RATING SCALES for SPEAKING(2)
G. G.
11 12
– Interacts confidently and effectively with others in a variety of contexts.
– Can initiate interaction and also respond appropriately.
10 5
Can interact with others. – Maintains flow of interaction by dealing effectively with problems/misunderstandings.
– Pronunciation has some L1 features but is generally clear and easy to understand.
9 Between the descriptors above and below
– Interacts with others reasonably well in most situations.
– Responds appropriately, but sometimes lacks flexibility and the ability to initiate.
8 4
Covers the ability to take part in different – Usually manages to keep the interaction going, but with occasional difficulties.
kinds of interactions in a variety of contexts: – L1 accent, but only rarely impeding understanding.
– short exchanges Between the descriptors above and below
7
– sharing information
– Manages to interact with others, but only in a rather limited way.
– expressing opinions
– making arrangements – Can respond to relatively simple input, but has difficulty when a more complex
– negotiating with others to make decisions/ 6 response is required.
solve problems – Patience is sometimes required from the other participant(s) in the interaction. 3
– debates
– Noticeable L1 accent, leading to occasional misunderstandings.
This includes the ability to:
– initiate and respond 5 Between the descriptors above and below
– use social language. – Has very obvious limitations in interacting with others.
– ask and answer questions – Responses are slow and sometimes inappropriate.
– notice and repair misunderstandings 4
– Patience is often required from the other participant(s) in the interaction.
– make and respond to suggestions, offers, 2
requests, recommendations, etc.
– Strong L1 accent, leading to misunderstanding.
– differentiate between formal and informal 3 Between the descriptors above and below
language
– Has great difficulty in interacting with others and in responding even to quite simple input.
– use appropriate grammar and vocabulary
– There are frequent pauses and breakdowns in communication.
correctly
2 – Serious pronunciation defects make speech difficult for other participant(s) to follow. 1
– pronounce English intelligibly
–Very strong L1 accent leading to misunderstanding.
19
CORE’ ENGLISH — OUTCOMES & RATING SCALES for READING
– Has an excellent understanding of all texts.

Can understand different types of written text. 5
– Reading is quick.
Covers the ability to understand four general categories of text:
Interactive: (i) Informal letters/ e-mails/ postcards/ invitations, etc. – Has a good understanding of most texts.
4
(ii) More formal letters (iii) dialogues (in written form) – Reads at a reasonable speed.
Informative: Descriptions ; sets of instructions; tables/ graphs/ charts ; factual

texts; dictionary entries; encyclopedia entries, posters, leaflets/brochures
Narrative: Stories (fictional); personal experiences; biographies; news reports.
Evaluative: Magazine articles ; reviews; other texts whose mian purpose is to – Has a reasonably good understanding of most texts.
express (and justify) opinions
3
– Reading is quite slow.
This requires in particular the ability to:

- understand general meaning.
- identify main points.
- extract specific information. – Has a limited understanding of most texts.
2
– Reading is slow.
It also involves the ability to use a range of strategies in dealing with texts:
– identifying text-type, purpose and intended audience
– making predictions and comparisons
– using world knowledge
– using non-verbal information – Has a poor understanding of all texts.
– identifying writers’ opinions, attitudes, feelings or intentions 1
– Reading is very slow.
– deducing the meaning of unknown words
– recognising and understanding the meaning of cohesive devices
20
‘CORE’ ENGLISH-Grade11 — OUTCOMES & RATING SCALES for WRITING(1)
– Message to the intended reader(s) is very clear.

– Writing clearly succeeds in achieving its intended purpose.
Can write and respond to letters and e-mails. 5
– Writing is very well-organised, clear and coherent
– A varied range of grammar and vocabulary, with a very good level of accuracy.
– Message to the intended reader(s) is fairly clear.

These ‘Interactive’ texts may include: – Writing has reasonable success in achieving its intended purpose.
– formal / informal letters & e-mails (e.g. request, – Writing is generally well-organised, and mostly clear and coherent
4
invitations, complaints, etc.) – A fair range of grammar and vocabulary, with a good level of accuracy.
– notes/messages
– application letters, etc.
–Message to the intended reader(s) is partially clear.
and, where appropriate, replies to these texts. – Writing has only partially achieved its intended purpose.
3 –Writing is not well-organised, but is still reasonably clear and coherent
Writing these texts involves the ability to:
– A limited range of grammar and vocabulary, with a reasonable level of accuracy.
– adapt writing appropriately for different purposes and
readers.
– organize ideas and information into a coherent text. –Message to the intended reader(s) is mostly unclear.
– use discourse markers correctly. – Writing has only very limited success in achieving its intended purpose.
– combine sentences together using a range of 2 – Writing is poorly-organised, and often unclear.
cohesive devices. – A very limited range of grammar and vocabulary, and frequent errors.
– use grammar and vocabulary appropriately and
correctly.
– use capital letters and punctuation marks.
-Message to the intended reader(s) is unclear.
– write with clear, legible hand-writing.
– Writing clearly fails to achieve its intended purpose.
– evaluate, edit and improve their own draft texts. 1 – Writing is incoherent and confusing.
Students should be able to write letters and e-mails up to
– Extremely limited range of grammar and vocabulary, and frequent serious errors.
100 words.
21
‘CORE’ ENGLISH — OUTCOMES & RATING SCALES for WRITING(2)
OUTCOME # 5 RATING SCALE: # 5
– Presents relevant information clearly and in an interesting way.
Can write texts with the purpose of providing – Very good use of details and examples.
information. 5 – Writing is very well-structured, clear and coherent.
– A varied range of grammar and vocabulary with a very good level of
accuracy.
These ‘Informative’ texts may include:

– Presents relevant information with reasonable success.
– reports
– Good use of details and examples.
– articles 4 – Writing is generally well-structured, and mostly clear and coherent
– summaries
– A fair range of grammar and vocabulary with a good level of accuracy.
– completed forms
– sets of instructions
– descriptions – Manages to present relevant information, but only in a somewhat
– notes/lists limited way.
– graphs/ tables –Minimal use of details and examples.
3
– adverts –Writing is not well-structured but is still reasonably clear and coherent.
– posters – A limited range of grammar and vocabulary with a reasonable level of
– brochures/ leaflets, etc. accuracy.
– Attempts to present information, but the results are obviously

inadequate.
– adapt writing appropriately for different purposes and readers.
2 _ Poor use of details and examples.
– organize ideas and information into a coherent text.
– Writing is poorly-structured, and often unclear
– use discourse markers correctly.
– A very limited range of grammar and vocabulary with frequent errors.
– combine sentences together using a range of cohesive devices.
– use grammar and vocabulary appropriately and correctly.
– Presents very little relevant information indeed.
_ No use of details and examples.
– write with clear, legible hand-writing.
1 – Writing is incoherent and confusing.
– evaluate, edit and improve their own draft texts.
– Extremely limited range of grammar and vocabulary with frequent
Students should be able to write texts up to 100 words. serious errors
22
‘CORE’ ENGLISH — Grade 12-OUTCOMES & RATING SCALES for WRITING(3)
– Produces narratives which are fully successful in engaging the reader.
– Lively, effective use of appropriate detail.
Can write stories and narrate events in the past. – Writing is very well-structured, clear and coherent.
5
accuracy.
These ‘Narrative’ texts may include:
-Produces narratives which are reasonably successful in engaging the reader.
- accounts of real-life events/experiences, – Generally good use of appropriate detail.
4 – Writing is generally well-structured, and mostly clear and coherent.
- fictional narratives
- biographies, – A fair range of grammar and vocabulary with a good level of accuracy.
- historical texts
– Produces narratives which are only partially successful in engaging the
- reports
reader.
- diary entries, etc.
– Somewhat limited use of appropriate detail.
3 – Writing is not well-structured but is still reasonably clear and coherent.
– adapt writing appropriately for different purposes and – A limited range of grammar and vocabulary with a reasonable level of
readers. accuracy.
– organise ideas and information into a coherent text.
– Produces narratives which have very limited success in engaging the reader.
– Inadequate use of appropriate detail.
– combine sentences together using a range of cohesive 2 – Writing is poorly-structured, and often unclear.
devices.
– use grammar and vocabulary appropriately and correctly.
– write with clear, legible hand-writing. – Produces narratives which fail entirely to engage the reader.
– evaluate, edit and improve their own draft texts. – Little or no use of appropriate detail.
– Writing is incoherent and confusing.
Students should be able to write texts of at least 100 1 – Extremely limited range of grammar and vocabulary with frequent serious
words. errors.
23
‘CORE’ ENGLISH — OUTCOMES & RATING SCALES for WRITING(4)
–Expresses opinions on topics in a lively, convincing way.
– Supports all points effectively with relevant evidence and detail.
Can write texts which express and justify opinions. 5 – Essays are very well-organised, clear and coherent.
accuracy.
– Expresses opinions on topics in a reasonably convincing way.

These ‘Evaluative’ texts may include: – Supports most points with relevant evidence and detail.
4 – Essays are generally well-organised and, for the most part, clear and
– articles coherent.
– advice/ feedback – A fair range of grammar and vocabulary with a good level of accuracy
– complaints/ criticism
– commentary – Expresses opinions on topics, in a somewhat limited way.
-recommendations – Is inconsistent in supporting points with relevant evidence and detail.
– reviews 3 – Essays are poorly-organised but are still reasonably clear and coherent.
– other kinds of texts whose main purpose is to express (and – A limited range of grammar and vocabulary with a reasonable level of
justify) an opinion accuracy.
–Express opinions on topics, but the results are clearly inadequate.
– adapt writing appropriately for different purposes and readers. – Is generally weak in supporting points with relevant evidence.
2 – Essays lack organisation, lacking in coherence and sometimes unclear.
– use discourse markers correctly. – A very limited range of grammar and vocabulary with frequent errors.
– combine sentences together using a range of cohesive devices.
– use grammar and vocabulary appropriately and correctly. –Makes only very feeble attempts to express opinions on topics.
– use capital letters and punctuation marks. – Fails to support points with any relevant evidence.
– write with clear, legible hand-writing. – Essays are incoherent and confusing.
1
– evaluate, edit and improve their own draft texts – Extremely limited range of grammar and vocabulary with frequent
serious errors.
24
‘CORE’ ENGLISH — OUTCOMES & RATING SCALE for GRAMMAR/VOCABULARY
– Has a very good understanding of the meaning of different grammatical

structures and vocabulary items.
Can understand and use grammar and vocabulary. 5
– Uses a range of structures with consistent accuracy.
– Makes appropriate use of a wide range of vocabulary.
In relation to any particular grammatical structure, this

– Has a good understanding of the meaning of different grammatical
outcome focuses on students’ ability to:
4
– Uses most structures with a good level of accuracy.
– recognize its various forms.
– Makes appropriate use of a fairly wide range of vocabulary.
– understand its meaning(s).
– use it appropriately in context.
– Has a reasonably good understanding of the meaning of different
Covers all grammatical structures taught at these and grammatical structures and vocabulary items.
3
previous levels. – Uses core structures with a reasonable level of accuracy.
– Makes appropriate use of a moderate range of vocabulary.
**************************************************************
In relation to any particular vocabulary item (word or
phrase), this outcome focuses on students’ ability to: – Has only a limited understanding of the meaning of different grammatical
2
– Use of core structures is often inaccurate.
– recognize its spoken and written forms.
– Makes appropriate use of a limited range of vocabulary.
– understand its meaning(s).
– use it appropriately in context.
– Has a very poor understanding of the meaning of different grammatical
Covers all core vocabulary items taught at these and structures and vocabulary items.
1
– Use of core structures is seriously distorted.
previous levels.
– Makes appropriate use of only a very narrow range of vocabulary.
25
‘CORE’ ENGLISH — OUTCOME which is AWARDED MARKS
on the basis of End of Year Exam ONLY
LISTENING
OUTCOME # 9
Can understand different types of spoken texts.
In addition to understanding what is said to them directly in the classroom and elsewhere, students should be able to understand a
range of text-types of differing lengths:
Interactive: Short exchanges, dialogues, interviews,

Informative: Descriptions; factual texts; lectures; presentations; radio talks; announcements ,reports
Narrative: Stories (fictional); personal experiences; biographies; historical texts; radio broadcasts
Evaluative: Talks; discussions; debates; comments/ criticism
When dealing with these texts, students should be able to:

– understand general meaning.
– identify main points/ideas
– extract specific information.
In doing this, they should be able to:

– identify text-type, purpose and intended audience of the text-types listed above.
– make inferences about matters not directly stated in the text.
– identify speakers’ opinions, attitudes, feelings and intentions.
– recognise and understand the meaning of discourse markers.
– recognise and understand the meaning of cohesive devices.
26
SUMMARY of MARKS AWARDED
GRADE 11 ‘CORE’
Class: ____________ Year: _________
Teacher: ____________________________
Can give presentations. (5)

SPK
Can interact with others. (10)

Can write and respond to letters
(5)
and e-mails.
CLT1
Can understand variety of written

(5)
texts.
Can write texts with the purpose
(5)
of providing information
CLT2
Can understand and use

(5)
grammar and vocabulary
(5)
texts.
CLT3
Can write texts which express

(5)
and justify opinions.
G /
(5)
V
grammar and vocabulary.

CONTINUOUS ASSESSMENT: Total (50)
END of YEAR EXAM: Total (50)
TOTAL SCORE (100)
OVERALL
LETTER GRADE
27
GRADE 12 ‘CORE’
Class: ____________ Year: _________
Teacher: ____________________________
Can give presentations. (5)

SPK
Can interact with others. (5)

(5)
texts
CLT1

(5)
Can write stories and narrate
(5)
events in the past.
CLT2

(5)
grammar and vocabulary
(5)
texts.
CLT3

(5)
END of YEAR EXAM: Total (60)
TOTAL SCORE (100)

OVERALL
LETTER GRADE
28
APPENDIX
TWO
Awarding Marks for

’Elective’ English
in Grades 11 & 12
Learning Outcomes,
Rating Scales &
Recording Sheets
29
ELECTIVE ENGLISH — OUTCOMES & RATING SCALES for SPEAKING
– Interacts confidently and effectively with others in a variety of contexts.
– Can initiate interaction and also respond appropriately.
10
Can interact with others. – Maintains flow of interaction by dealing effectively with problems/misunderstandings.
– Pronunciation has some L1 features, but is generally clear and easy to understand.
Covers the ability to take part in different kinds – Interacts with others reasonably well in most situations.
of interactions in a variety of contexts: – Responds appropriately, but sometimes lacks flexibility and the ability to initiate.
– short exchanges 8
– Usually manages to keep the interaction going, but with occasional difficulties.
– sharing information – Pronunciation is easy to understand, L1 accent has minimal effect.
– expressing opinions 7 Between the descriptors above and below
– making arrangements – Manages to interact with others, but only in a rather limited way.
– negotiating with others to make decisions/ – Can respond to relatively simple input, but has difficulty when a more complex
solve problems 6 response is required.
– debates – Patience is sometimes required from the other participant(s) in the interaction.
-mini talks – Noticeable L1 accent, leading to occasional misunderstandings.
-Discussions
This includes the ability to:
– Has very obvious limitations in interacting with others.
– initiate and respond
– Responses are slow and sometimes inappropriate.
– use social language. 4
– Patience is often required from the other participant(s) in the interaction.
– ask and answer questions
– Mispronunciation is frequent, leading to misunderstanding.
– notice and repair misunderstandings
– make and respond to suggestions, offers, 3 Between the descriptors above and below
requests, recommendations, etc. – Has great difficulty in interacting with others and in responding even to quite simple
– differentiate between formal and informal input.
language – There are frequent pauses and breakdowns in communication.
2
– use appropriate grammar and vocabulary – Serious pronunciation defects make speech difficult for other participant(s) to follow.
correctly –Very strong L1 accent leading to misunderstanding.
– pronounce English intelligibly
30
‘ELECTIVE’ ENGLISH: OUTCOMES & RATING SCALES for READING
OUTCOME #2
RATING SCALE # 2
– Has an excellent understanding of almost all texts.
Can understand a variety of written texts. 5
– Reading is quick.
This outcome covers the ability to understand the following types of text:
– Has a good understanding of most texts.
Interactive: Formal letters (complaint, job applications, requesting information) 4
– Reads at a reasonable speed.
Informative: Descriptions (people, places, activities, events, situations);
sets of instructions; tables/ graphs/ charts; scientific/ technical texts;
encyclopedia entries, posters, leaflet, brochures, adverts , historical texts
– Has a reasonably good understanding of most texts.
Narrative: Stories (fictional); personal ‘experiences; biographies; reports. 3
– Reading is quite slow.
Evaluative: Magazine articles ; reviews ; essays ; comments/ criticism;
assessment reports ; discussions. other kinds of texts whose main purpose is to
express (and justify) an opinion.
– Has a limited understanding of most texts.
2
This requires in particular the ability to: – Reading is slow.
- understand general meaning.
- Understand detailed information
- identify main ideas. 1 – Has a poor understanding of all texts.
- extract specific information. – Reading is very slow.
It also involves the ability to use a range of strategies, including:
– identifying text-type, purpose and intended audience
– recognice significant points in articles and news items.
-identify the main conclusions in written argumentative texts.
– using non-verbal information
– identifying writers’ opinions, attitudes, feelings or intentions
– deducing the meaning of unknown devices.
31
‘ELECTIVE’ ENGLISH: OUTCOMES & RATING SCALES for WRITING (1)
– Message to the intended reader(s) is very clear.
Can write and respond to Formal – Writing clearly succeeds in achieving its intended purpose.
5
letters and e-mails. –Writing is well-organised, clear and coherent.
– A varied range of structures and vocabulary, with a very good level of accuracy.
These ‘Interactive’ texts include:
– Message to the intended reader(s) is fairly clear.
– Formal letters / emails (e.g. requesting
– Writing has reasonable success in achieving its intended purpose.
information complaints, arrangements 4
–Writing is generally organised, and for the most part clear and coherent.
- apology , etc.)
–A fair range of structures and vocabulary, with a good level of accuracy.
- job application letters & personal
statement (grade 12 only) –Message to the intended reader(s) is partially clear.
– Writing has only partially achieved its intended purpose.
Writing these texts involves the ability to: 3 – Writing is poorly organised but is still reasonably clear.
– adapt writing appropriately for different – A limited range of structures and vocabulary, with a reasonable level of accuracy.
purposes and readers.
– organise ideas and information into a –Message to the intended reader(s) is mostly unclear.
coherent text. – Writing has only very limited success in achieving its intended purpose.
2 -Writing lacks organization, lacking in coherence and not clear.
– combine sentences together using a
range of cohesive devices. – A very limited range of structures and vocabulary, and frequent errors.
–Message to the intended reader(s) is unclear.
– use grammar and vocabulary
– Writing clearly fails to achieve its intended purpose.
appropriately and correctly. 1 –writing is incoherent and confusing.
– evaluate, edit and improve their own
– Extremely limited range of structures and vocabulary, and frequent serious errors.
draft texts.
32
‘ELECTIVE’ ENGLISH: OUTCOMES & RATING SCALES for WRITING(2)
OUTCOME # 4 RATING SCALE: # 4
– Presents relevant information fully and clearly.

Can write texts with the purpose of providing
– Very good use of details and examples.
information. 5
– Writing is well-organised, clear and coherent.
– A varied range of grammar and vocabulary with a very good level of accuracy.
– Presents relevant information with reasonable success.
These ‘Informative’ texts include: – Good use of details and examples.
4
– Descriptions of data of chart – Writing is generally organised, and for the most part clear and coherent.
-Description of (place, event, object, process) – A fair range of grammar and vocabulary with a good level of accuracy.
-reports
– Manages to present relevant information, but only in a somewhat limited way.
Writing these texts involves the ability to: – Minimal use of details and examples.
3
– adapt writing appropriately for different purposes and – Writing is poorly organised but is still reasonably clear.
readers. – A limited range of grammar and vocabulary with a reasonable level of accuracy.
– use discourse markers correctly. – Attempts to present information, but the results are obviously inadequate.
– Poor use of details and examples.
– combine sentences together using a range of cohesive
2 – Writing lacks organization, lacking in coherence and not clear.
devices.
– use grammar and vocabulary appropriately and correctly. – A very limited range of grammar and vocabulary with frequent errors.
– evaluate, edit and improve their own draft texts.
-use spelling and punctuation correctly. – Presents very little relevant information indeed.
– No use of details and examples.
–Writing is incoherent and confusing
1 – Extremely limited range of grammar and vocabulary with frequent serious
errors.
33
‘ELECTIVE’ ENGLISH: OUTCOMES & RATING SCALES for WRITING(3)
– Expresses opinions on topics in a lively, convincing way.

Can write texts which express and justify
– Supports all points effectively with relevant evidence and detail.
opinions. 5
– Essays are very well-organised, clear and coherent.
– A varied range of grammar and vocabulary with a very good level of accuracy.
These ‘Evaluative’ texts include: – Expresses opinions on topics in a reasonably convincing way.
– Supports most points with relevant evidence and detail. 4
–recommendations – Essays are generally well-organised and, for the most part, clear and coherent.
– reviews – A fair range of grammar and vocabulary with a good level of accuracy.
-opinion essay
- problem- solution essay – Expresses opinions on topics, in a somewhat limited way.
- for-against essay – Is inconsistent in supporting points with relevant evidence and detail. 3
– Essays are poorly- organised but is still reasonably clear and coherent.
Writing these texts involves the ability to: – A limited range of grammar and vocabulary with a reasonable level of accuracy.
– adapt writing appropriately for different

purposes and readers.
– Express opinions on topics, but the results are clearly inadequate.
– organise ideas and information into a coherent
– Is generally weak in supporting points with relevant evidence. 2
text.
– Essays lack organisation, lacking in coherence and sometimes unclear.
– combine sentences together using a range of
cohesive devices.
– use grammar and vocabulary appropriately and – Makes only very feeble attempts to express opinions on topics.
correctly. – Fails to support points with any relevant evidence.
– evaluate, edit and improve their own draft texts – Essays are incoherent and confusing.
1
– Extremely limited range of grammar and vocabulary with frequent serious errors.
34
‘ELECTIVE’ ENGLISH — OUTCOMES & RATING SCALES for LISTENING
LISTENING
OUTCOME # 6
Can understand different types of spoken texts.
In addition to understanding what is said to them directly in the classroom and elsewhere, students should be able to understand a
range of text-types of differing lengths:
Interactive: Short exchanges, dialogues, interviews,

Informative: Descriptions; factual texts; lectures; presentations; radio talks; announcements; reports.
Narrative: Stories (fictional); personal experiences; biographies; historical texts; radio broadcasts
Evaluative : Talks ; discussions; debates; comments/ criticism
When dealing with these texts, students should be able to:

– understand general meaning.
– identify main points/ideas.
– extract specific information.
In doing this, they should be able to:

– identify text-type, purpose and intended audience of the text-types listed above.
– make inferences about matters not directly stated in the text.
– identify speakers’ opinions, attitudes, feelings and intentions.
– recognise and understand the meaning of discourse markers.
– recognise and understand the meaning of cohesive devices.
35
GRADE 11 Elective’
Class: ____________ Year: ____________
Teacher: ____________________________

(10)
SPK
Can understand a variety of written

RDG
(5)
texts.
Can write texts with the purpose of

WRT
(5)
providing information
(5)
texts.
CLT1
Can write texts with the purpose of

(5)
providing information
Can listen to a variety of texts (5)
CLT 2
Can write and respond to Formal

(5)
letters and e-mails.
(5)
texts.
CLT3
Can write texts which express and

(5)
justify opinions.
End of Year Exam: Total (50)
TOTAL SCORE
TOTAL 100
LETTER GRADE
36
GRADE 12 Elective’
Class: ____________ Year: ____________
Teacher: ____________________________

(10)
SPK
Can understand a variety of

(5)
written texts.
CLT1
(5)
(5)
written texts.
CLT 2

(5)
(5)
written texts.
CLT3
Can write and respond to Formal

(5)
letters and e-mails.
End of Year Exam: Total (60)
TOTAL SCORE
100
LETTER GRADE
37
APPENDIX
THREE
SPECIFICATIONS
for
CLASS TESTS
38
SPECIFICATIONS for Class Tests (Grade 11 Core) [60 minutes / 10 marks each)
Skill MATERIALS WITH: STUDENT TASK MARKING
Task 1: Write a SHORT
CLT 1 1 informative text. Task 1: 6 Wh-Questions. answer to each question. 1/2 mark per item.
RGD Length: 350-400 words. Task 2: 4 True/False items Task 2: Indicate whether the Total: 5 marks
last
statement is TRUE or FALSE.
week
Award an overall score
of Possibly: input material. of
A set of instructions for the writing Write a text of at least 100 based on a five-level
Dec. WRT some kind, e.g. a short text
of a letter/ e-mail. words. Rating Scale.
requiring a response)
Total: 5 marks
A text with 5 gaps where a Complete the text, filling the
A list of 8 structure-items
vocabulary item (word or phrase) has 5 gaps with words from the
(5 correct, 3 distractors).
been removed. Length: 80-90 words list.
G/V 1/2 mark per item.
5 separate sentences, each with a
CLT 2 Total: 5 marks
gap where 1 grammatical word has For each gap, a multiple- Indicate which of the four
last
been removed. choice item with 4 options options is correct.
week
of Feb. Award an overall score
A title/ topic/ question relating to
Write a text of at least 100 based on a five-level
WRT factual information, either personal (No other materials)
words. Rating Scale.
or general.
Total: 5 marks
Task1: 6 Wh-Questions. Task 1: Write a SHORT
CLT 3 1 Narrative text. answer to each question 1/2 mark per item.
RGD
Length: 400-450 words Task2: 4 Multiple Choice Task2: Indicate which of the Total: 5 marks
items (with 3 options three options is correct
last
Award an overall
week
A topic, title or question which score using a five-level
of Write a text of at least 100
WRT requires the student to express and (No other materials) Rating Scale.
April words.
justify an opinion. Total: 5 marks
39
SPECIFICATIONS for Class Tests (Grade 11 elective) (60 minutes / 10 marks each)
Skill MATERIALS WITH: STUDENT TASK MARKING

Task One: Write a SHORT
Task One: 6 Wh-Questions
1 Narrative text. answer to each question. 1/2 mark per item.
CLT 1 RGD Length: 400-450 words. Task2: Indicate whether the Total: 5 marks
Task Two: 4 True/False items
last statement is TRUE or FALSE.
week of Award an overall score
A graph/ figure requiring students to
Dec. Possibly: input material. of Write a text of at least 100 based on a five-level
WRT write a description of data
some kind, words. Rating Scale.
Total: 5 marks
On test paper: Task One: Write a SHORT
Sts hear (twice): 1 Narrative text
LST Task One: 6 Wh-Questions. answer to each question. 1/2 mark per item.
(with 1 speaker). divided into 2 parts
CLT 2 Task Two: 4 gap-fill items Task Two: Fill in the missing Total: 5 marks
Total length: 400-450words.
last Sentences words (one or two words).
Possibly: a short letter/ e-
Feb. Situational instructions for the Write a text of at least 150 based on a five-level
WRT mail to which the student
writing of a Formal letter/ e-mail. words. Rating Scale.
should reply.)
Total: 5 marks
Task one: For each item,
Task one: 6 Multiple Choice
indicate which of the three
items (with 3 options) at
1 informative text. options is correct
least 2 of them for word 1/2 mark per item.
RGD Length: 400-450 words. At least 6 Task Two: Match paragraphs
CLT 3 meaning) Total: 5 marks
paragraphs to topic sentence/ or main
Task Two: 4 matching items
ideas.
last
April A topic, title or question which based on a five-level
Write a text of at least 150
WRT requires the student to express and (No other materials) Rating Scale.
words.
justify an opinion (for -against text) Total: 5 marks
40
SPECIFICATIONS for Class Tests (Grade 12 Core) [60 minutes / 10 marks each)
CLTs Skill MATERIALS WITH: STUDENT TASK MARKING

On test paper:
1 informative text. answer to each question. 1/2 mark per item.
Task 1: 6 Wh-Questions.
CLT 1 RGD Length: 350-400 words. Task 2: Indicate whether the Total: 5 marks
Task 2: 4 True/False items
A topic, title or question which Write a text of at least 100
Dec. WRT using a five-level
requires the student to express and (No other materials) words.
Rating Scale.
justify an opinion.
Total: 5 marks
5 separate sentences, each with a
gap where a vocabulary item (word For each gap, a multiple- Indicate which of the four
or phrase) has been removed. choice item with 4 options options is correct.
G/V 1/2 mark per item.
CLT 2 Total: 5 marks
1 dialogue with 5 gaps where 1
last For each gap, a multiple- Indicate which of the two
structure-word has been removed.
week of choice item with 2 options options is correct.
Length: 50-60 words.
Feb. Award an overall score
A set of instructions for the writing of (Other input material as Write a text of at least 100 based on a five-level
WRT
a narrative text. necessary) words. Rating Scale.
Total: 5 marks
Task 1: 6 Wh-Questions.
1 Narrative text. answer to each question 1/2 mark per item.
RGD Task 2: 4 Multiple Choice
CLT 3 Length: 400-450 words Task 2: Indicate which of the Total: 5 marks
items (with 3 options
three options is correct
last Award an overall score
week of A title/ topic/ question relating to based on a five-level
Write an informative text of
April WRT factual information, either personal (No other materials) Rating Scale.
at least 100 words.
or general. Total: 5 marks
41
SPECIFICATIONS for Class Tests (Grade 12 Elective) [60 minutes / 10 marks each)
CLTs Skill MATERIALS WITH: STUDENT TASK MARKING

Task 1: 6 Wh questions Task 1: Write a SHORT
1 Narrative text.
answer to each question. 1/2 mark per item.
CLT 1 RGD Task 2: 4 True/False items Task 2: Indicate whether the Total: 5 marks
A topic, title or question which Write a text of at least 150
Dec. based on a five-level
WRT requires the student to express and (No other materials) words.
Rating Scale.
justify an opinion.
Total: 5 marks
Task 1: Indicate which of the
Task 1: 6Multiple Choice items
three options is correct.
1 Informative text. (with 3 options) at least 2 items
Task 2: Match paragraphs to 1/2 mark per item.
CLT 2 RGD Length: 400-450 words. At least 6 for word meaning)
topic sentence/ or main Total: 5 marks
paragraphs Task 2: 4 Matching items.
last idea/general information (3
week of distractors
Feb. Award an overall score
A graph/ figure requiring students
Other input material as Write a text of at least 100 based on a five-level
WRT to write a description of data
necessary) words. Rating Scale.
Total: 5 marks
Task 1: 6 Wh-Questions. Task 1: Write a SHORT
1 Evaluative text. answer to each question & 1/2 mark per item.
RGD
Length: 400-450 words Task 2: 4 Multiple Choice items Task 2: Indicate which of the Total: 5 marks
CLT 3
(with 3 options. three options is correct
Award an overall
last
score based on a five-
week of (Possibly: input material. of
A set of instructions for the writing Write a text of at least 150 level Rating Scale.
April WRT (3) some kind, e.g. a short text
of Formal letter/ e-mail. words.
requiring a response)
Total: 5 marks
42
APPENDIX
FOUR
END OF YEAR EXAM

SPECIFICATIONS for
GRADE ELEVEN
43
SPECIFICATIONS — END of YEAR EXAM — GRADE 11 — ENGLISH ‘CORE’
SUMMARY
2½ hours LISTENING GRM/ VCB READING WRITING 50 marks
Multiple Choice Multiple Choice True/ False Topic/ Title/ Question

(< Dialogue) (Text) (GRM/VOC) (< Short texts) (> Informative text)
Wh-Qs AND Wh-Qs AND

Task Instructions
Multiple Choice ######## Multiple Choice
(> Letter/ e-mail)
(< informative Text) (< Evaluative Text)
DETAILED SPECIFICATIONS (Grade 11, ‘Core’) [ 150 minutes / 50 marks ]

MATERIALS WITH: STUDENT TASK MARKING
On test paper: 7 multiple-

LST Sts hear (twice): 1 interactive text with Indicate which of the three 1 mark for each item.
choice items, each with 3
(1) 2 speakers. Length: 250-350 words. options is correct. Total: 7 marks
options.
On test paper: Part One: Write a SHORT
Sts hear (twice): 1 informative text answer to each question.
LST Part One: 4 Wh-Questions. 1 mark for each item.
(with 1 speaker) divided into 2 parts. Part Two: Indicate which of
(2) Part Two: 4 multiple-choice Total: 8 marks
Total length: 250-350 words. the three options is correct.
items, each with 3 options.
GRM/ 0.5 marks for each
1 text containing 10 missing words. For each gap, a multiple- Indicate which of the four
VCB item.
Length: 80-90words. choice item with 4 options. options is correct.
Total: 5 marks
RDG 7 (unrelated) short texts: Indicate whether the 1 mark for each item.
For each text, 1 statement.
(1) Length of each text: 35-45 words. statement is TRUE or FALSE. Total: 7 marks
44
1 Evaluative text. Task 1: 4 Wh-Questions
RDG answer to each question. 1 mark for each item.
Length: 400-450 words. Task 2: 4 multiple-choice
(2) Task 2: Indicate which of Total: 8 marks
items, each with 3 options.
the three options is correct.
WRT Write an informative text of based on a five-level
factual information, either personal (No other materials)
(1) at least 100 words. Rating Scale. Total: 5
or general.
marks
Possibly: a short letter/ e-mail
WRT Situational instructions for the writing Write a letter/email of at based on a five-level
to which the student should
(2) of a letter/ e-mail. least 100 words. Rating Scale. Total: 10
reply.)
marks
[END of YEAR EXAM Specifications: Grade 11 ‘Core’]
45
SPECIFICATIONS — SEMESTER TESTS — GRADE 11 — ENGLISH ‘Elective
SUMMARY
2½ hours LISTENING READING WRITING 50 marks

Multiple Choice AND Wh-Qs AND
Description of data (graph)
T/F T/F
(>Informative)
(< Dialogue/interview) (Interactive Text)
Wh-Qs AND Multiple Choice AND (> Evaluative Text)
Gap - fill Matching For -against
(< Narrative Text) (< Informative Text)
DETAILED SPECIFICATIONS (Grade11’ Elective) [150 minutes / 50 marks]

On test paper:
Task One: Indicate which of the
Sts hear (twice): 1 dialogue/interview Task One: 4 multiple-choice
LST three options is correct. 1 mark for each item.
(with approx. 25 turns). items, (words-numbers-
(1) Task Two: Indicate whether the Total: 7 marks
Length: 400-450 words. graphs- or pictures)
Task Two: 3 True/False items
On test paper: Part One: Write a SHORT answer
Sts hear (twice): 1 Narrative text (with
LST Part One: 4 Wh-Questions. to each question. 1 mark for each item.
1 speaker). divided into 2 parts
(2) Part Two: 4 gap-fill items Part Two: Fill in the missing Total: 8 marks
Total length: 400-450words.
Sentences words (one or two words).
Task One: 4 Wh-Questions Task One: Write a SHORT answer
RDG 1 Interactive text. Length: 400-450 to each question. 1 mark for each item.
(1) words. Task Two: 4 True/False items Task Two: Indicate whether the Total: 8 marks
46
Task one: For each item, indicate
Task one: 3 Multiple Choice
which of the three options is
1 informative text. items (with 3 options). at
RDG correct. 1 mark for each item.
Length: 400-450 words. At least 6 least 2 of them for word
(2) Task Two: Match paragraphs to Total: 7 marks
paragraphs meaning)
topic sentence/ or main ideas
Task Two: 4 matching items
( with 3 distractors).
A graph/ figure requiring students to Write a descriptive text of at
WRT (No other materials) based on a five-level
write a description of data least 100 words.
(1) Rating Scale. Total: 10
marks
A topic, title or question which requires Write a text of at least 150
WRT No other materials) based on a five-level
the student to express and justify an words.
(2) Rating Scale. Total: 10
opinion (for -against text)
marks
[END of YEAR Exam Specifications: Grade 11 ‘Elective’)
47
APPENDIX
FIVE
END OF YEAR EXAM

SPECIFICATIONS for
GRADE TWELVE
(Blended Learning)
PLAN A
48
SPECIFICATIONS — GRADE 12 (DIPLOMA EXAMS) — ENGLISH ‘CORE’
SUMMARY
3 GRAMMAR/
LISTENING VOCABULARY GRAMMAR READING WRITING 60 marks
hours VOCABULARY
Multiple Multiple Choice Topic/ Title/
Multiple Choice Multiple Choice True/ False
Choice (Text) Question
(<Dialogue) (Sentences) (< Short texts)
(Dialogue) (> Opinion)
Wh-Qs AND
Multiple Choice ####### Multiple Choice Task Instructions
####### #######
(< Narrative (Informative Text) (<Narrative text)
Text)
DETAILED SPECIFICATIONS (Grade 12, English ‘Core’) [ 180 minutes / 60 marks ]

Sts hear (twice): 1 interactive text On test paper: 7 multiple-
LST Indicate which of the three options 1 mark for each item.
with 2 speakers and about 30 turns. choice items, each with 3
(1) is correct. Total: 7 marks
Length: 350-450 words. options.
On test paper: Part One: Write a SHORT answer
Sts hear (twice): 1 narrative text (with
LST Part One: 4 Wh-Questions. to each question. 1 mark for each item.
1 speaker) divided into 2 parts. Total
(2) Part Two: 4 Multiple-choice Part Two: Indicate which of the Total: 8 marks
length: 350-450 words.
items, each with 3 options. three options is correct.
5 separate sentences, each with a gap
0.5 marks for each
VCB where a vocabulary item (word or For each gap, a multiple- Indicate which of the four options
item.
phrase) has been removed. choice item with 4 options. is correct.
Total: 2.5 marks
1 dialogue with 5 gaps where 1 0.5 marks for each

GRM For each gap, a multiple- Indicate which of the two options
structure-word has been removed. item.
choice item with 2 options. is correct.
Length: 60-70 words. Total: 2.5 marks
49
GRM/ A text with 5 gaps where a vocabulary
For each gap, a multiple- Indicate which of the four options 1 mark for each item.
VCB item/or structure (word or phrase) has
choice item with 4 options. is correct. Total: 5 marks
been removed. Length: 70-90 words.
RDG 7 (unrelated) short texts: Indicate whether the statement is 1 mark for each item.
For each text, 1 statement.
(1) Length of each text: 35-45 words. TRUE or FALSE Total: 7 marks
RDG 1 informative text: letters/ e-mails. 8 multiple-choice items, each Indicate which of the three options 1 mark for each item.
(2) Length 350-400 words. with 3 options. is correct. Total: 8 marks
Award a score based

A topic, title or question which
WRT Write an evaluative text of at least on a five-level Rating
requires the student to express and (No other materials)
(1) 100 words. Scale.
justify an opinion.
Total: 10 marks
Write a Narrative text of at least Award a score based
A set of instructions for the writing of
WRT 100 words. on a five-level Rating
a narrative text. (No other materials)
(2) Scale.
Total: 10 marks
[ END of YEAR Exam Specifications: Grade 12 ‘Core’ ]
50
EXAM SPECIFICATIONS — GRADE 12 (DIPLOMA) — ‘ELECTIVE’ ENGLISH
SUMMARY
3 hours LISTENING READING WRITING 60 marks
Multiple Choice And
Wh-Qs And
Note-Taking Informative text
T/F
(< Interview) (Report)
(Evaluative text))
Task Instructions
Gap-fill AND Multiple Choice And
(>Formal Letter/e-mail)
Wh-QS Matching
(<Narrative Text) (< Informative Text))
DETAILED SPECIFICATIONS (Grade12’ Elective) [180 minutes /60 marks]

On test paper:
three options is correct.
Sts hear (twice): 1 interview Task One: 5 Multiple-choice items
Task one: under each heading,
LST (with approx. 25 turns). 1 mark for each item.
write notes based on key
(1) Length: 400-450 words. Task Two: A set of 5 relevant Total: 10 marks
information from the text (no more
headings/ note taking (table)
than 2 words).
Task One: Write a SHORT answer to

Sts hear (twice): 1 Narrative text On test paper:
LST each question. 1 mark for each item.
(with 1 speaker). Task One: 6 Wh-Questions.
(2) Task Two: fill in the missing words Total: 10 marks
Total length: 400-450 words. Task Two: 4 gap-fill items
(no more than 3 words).
On Test paper Task One: Write a SHORT answer to
RDG 1 Evaluative text. Length: 450- 1 mark for each item.
Task one: 7 Wh- questions each question.
(1) 500 words. Total: 7 marks
.
51
Task One: 4 Multiple Choice Task One: Indicate which of the
items (with 3 options) at least 3 three options is correct.
1 Informative text.
RDG items for word meaning) Task Two: Match paragraphs to 1 mark for each item.
Length: 450-500words.
(2) Task Two: Matching items topic sentence/ or main Total: 8 marks
idea/general information (3
distractors).

Write a text including all the
WRT A set of instructions for writing a Possibly: input material. of some based on a five-level
information points given
(1) report. kind. Rating Scale. Total: 10
at least 150 words.
marks
Write an interactive text of at least Award an overall score

Possibly: input material. of some
WRT A set of instructions for the 150 words. based on a five-level
kind, e.g. a short text requiring a
(2) writing of a Formal letter/ e-mail. Rating Scale. Total: 15
response
marks
[ END of YEAR Exam Specifications: Grade 12 ‘Elective]
52
APPENDIX
SIX
SPECIFICATIONS for
Electronic Assessment
GRADE TWELVE
PLAN B
53
Plan B (Electronic Assessment)
(This to be implemented if students are taught only electronically using online platform Google Classroom/ Google Meet
or Distance Learning) The assessment framework for the diploma students in Grade 12 will combine both Continuous
Assessment and Formal Examinations (Mid of Year Test & End of Year Exam).
CONTINUOUS ASSESSMENT:
Continuous assessment will be done through the school platform (Google Classroom Google Meet) and other Distance
Learning tools.
PRESENTATIONS
Students can record their presentation and send it via email, Google Drive or upload a video of his presentation to the
school’s platforms (Google Classroom & Google Meet / Discussion Board and receive teacher and peer feedback. However, it
has to follow a same guideline (see 1.3 above.)
WRITTEN WORK
Teachers should follow a strict policy of not accepting any work which has not been done by students. This policy should
be explained clearly at the start of the school year and applied consistently.
If students submit written work electronically:
• Written essays should be written in student’s handwriting, scanned, and uploaded as a file OR writing directly using
Handwriting App if available.
EXAMINATIONS
For the Mid of Year Test, it will be done in school.
• The teacher is responsible for preparing the items and questions for each Mid-Test paper.
• The teacher needs to prepare 2 or more copies Due to COVID-19 pandemic.
• The school arranges a timetable according to guidelines received from the Ministry in accordance with the COVID-19
pandemic updates.
• The duration of the Mid of Year test will be one hour (60 minutes).
For End of Year Exam in Grade 12, the exam papers will be prepared and administered centrally, by the Ministry.
54
The weightings for the various components for grade 12 English Core, will be as follows:
Continuous Assessment (CA) End of YEAR

Elements TOTAL
CA Mid Test EXAM (EYE)
Listening 20% 20%
speaking 10% - 10%
Reading 5% 20% 25%
Writing 10% 20% 30%
G/V 5% 10% 15%
10% 20%
Total 70% 100%
30%
DETAILED SPECIFICATIONS (Grade 12, English ‘Core’) MID TEST [ 60 minutes / 20 marks ]
5 (unrelated) short texts: Indicate whether the statement is 1 mark for each item.
RDG For each text, 1 statement
Length of each text: 35-45 words. TRUE or FALSE Total: 5 marks
Write an informative text of at Award an overall

least 100 words. score based on a
WRT factual information, either personal (No other materials)
five-level Rating Scale
or general.
Total: 10 marks
Text with 5 gaps where a vocabulary
VCB/GRM item/or structure (word or phrase) For each gap, a multiple- Indicate which of the four options 1 mark for each item.
has been removed. Length: 70-90 choice item with 4 options is correct. Total: 5marks
words.
55
SUMMARY
3 GRAMMAR/
LISTENING VOCABULARY GRAMMAR READING WRITING 70 marks
hours VOCABULARY
Multiple Multiple Choice Wh-Qs And Topic/ Title/
Multiple Choice Multiple Choice
Choice (Text) Gap-fill Question
(<Dialogue) (Sentences)
(Dialogue) (Interactive Text) (> Opinion)
Wh-Qs AND
Multiple Choice Task Instructions
Multiple Choice ####### ####### #######
(Informative Text) (<Narrative text)
(< Narrative Text)
DETAILED SPECIFICATIONS (Grade 12, English ‘Core’) [ 180 minutes / 70 marks ]

Sts hear (twice): 1 interactive text On test paper: 10 multiple-
LST Indicate which of the three options 1 mark for each item.
with 2 speakers and about 30 turns. choice items, each with 3
(1) is correct. Total: 10 marks
Length: 350-450 words. options.
On test paper: Part One: Write a SHORT answer to
Sts hear (twice): 1 narrative text (with
LST Part One: 5 Wh-Questions. each question. 1 mark for each item.
1 speaker) divided into 2 parts. Total
(2) Part Two: 5 multiple-choice Part Two: Indicate which of the Total: 10 marks
length: 350-450 words.
items, each with 3 options. three options is correct.
5 separate sentences, each with a gap 0.5 marks for each
VCB For each gap, a multiple- Indicate which of the four options
where a vocabulary item (word or item.
choice item with 4 options. is correct.
phrase) has been removed. Total: 2.5 marks
1 dialogue with 5 gaps where 1 0.5 marks for each
GRM For each gap, a multiple- Indicate which of the two options is
structure-word has been removed. item.
choice item with 2 options correct.
Length: 60-70 words. Total: 2.5 marks
56
GRM/ A text with 5 gaps where a vocabulary
For each gap, a multiple- Indicate which of the four options 1 mark for each item.
VCB item/or structure (word or phrase) has
choice item with 4 options. is correct. Total: 5 marks
been removed. Length: 70-90 words.
10 Wh questions Write a SHORT answer to each
RDG 1 narrative text. 1 mark for each item.
question.
(1) Length: 425-475 words. Total: 10 marks
RDG 1 informative text: letters/ e-mails. 10 multiple-choice items, Indicate which of the three options 1 mark for each item.
(2) Length 350-400 words. each with 3 options. is correct. Total: 10 marks
Award a score based
A topic, title or question which
WRT Write an evaluative text of at least on a five-level Rating
requires the student to express and (No other materials)
(1) 100 words. Scale.
justify an opinion.
Total: 10marks
Write a narrative text of at least 100 Award an overall score
A set of instructions for the writing of
WRT words. based on a five-level
a narrative text. (No other materials)
(2) Rating Scale.
Total: 10 marks
[END of YEAR Exam Specifications: Grade 12 ‘Core’,]
57
The weightings for the various components for grade 12 English Elective, will be as follows:
Continuous Assessment (CA) End of YEAR

Elements TOTAL
EXAM (EYE)
CA Mid Test
Listening 20% 20%
Speaking 10% - 10%
Reading 10% 25% 35%
Writing 10% 25% 35%
10% 20%
Total 70% 100%
30%
DETAILED SPECIFICATIONS (Grade12’ Elective) MID Test [60 minutes /20 marks]
Task One: 5 Multiple Choice items Task One: For each item, indicate
1 Narrative text.
(with 3 options) at least 3 items which of the three options is correct.
Length: 450-500 words. 1 mark for each item.
RDG for word meaning). Task Two: Match paragraphs to topic
Total: 10 marks
Task Two: 5 Matching items sentence/ or main idea/general
information (3 distractors).
A graph/ figure requiring Write a text of at least 150 words Award an overall score
A graph/ figure requiring
students to write a description of including all the information points based on a five-level
WRT students to write a description of
data. given. Rating Scale. Total:
data.
10 marks
58
SUMMARY
3 hours LISTENING READING WRITING 70 marks
Multiple Choice And
Wh-Qs And
Note-Taking Informative text
T/F
(< Interview) (Report)
(Evaluative text))
Task Instructions
Gap-fill AND Multiple Choice And
(>Formal Letter/e-mail)
Wh-QS Matching
(<Narrative Text) (< Informative Text))
DETAILED SPECIFICATIONS (Grade12’ Elective) [180 minutes /70 marks]

On test paper: Task One: Indicate which of the
Task One: 5 Multiple-choice three options is correct.
Sts hear (twice): 1 interview
LST items, Task one: under each heading, write 1 mark for each item.
(with approx. 25 turns).
(1) Task Two: A set of 5 relevant notes based on key information from Total: 10 marks
headings/ note taking (table) the text (no more than 2 words).
Task One: Write a SHORT answer to

Sts hear (twice): 1 Narrative text On test paper:
LST each question. 1 mark for each item.
(with 1 speaker). Task One: 6 Wh-Questions
(2) Task Two: Fill in the missing words Total: 10 marks
Total length: 400-450 words. Task Two: 4 gap-fill items
(no more than 3 words).
On Test paper Task One: Write a SHORT answer to
RDG 1 Evaluative text. Length: 450- Task one: 7 Wh- questions each question. 1 mark for each item.
(1) 500 words. Task Two: 5 True/False items Task Two: Part Two: Indicate whether Total: 12 marks
the statement is TRUE or FALSE.
59
Task One: 8 Multiple Choice items
(with 3 options). (at least 3 items
1 Informative text. three options is correct.
RDG for word meaning) 1 mark for each item.
Length: 450-500words. Task Two: Match paragraphs to topic
(2) Task Two: 5 Matching items Total: 13 marks
sentence/ or main idea/general
information (3 distractors)
Award a score based

Write a text including all the
WRT A set of instructions for writing a Possibly: input material. of some on a five-level Rating
information points given
(1) report. kind. Scale. Total: 10
at least 150 words
marks
Write an interactive text of at least Award a score based
Possibly: input material. of some
WRT A set of instructions for the 150 words. on a five-level Rating
kind, e.g. a short text requiring a
(2) writing of a Formal letter/ e-mail. Scale. Total: 15
response
marks
[END of YEAR Exam Specifications: Grade 12 ‘Elective’]
60

Student Assessment Handbook ENGLISH Language (Grades 11-12) : For The Year (2020-2021)

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Student Assessment Handbook ENGLISH Language (Grades 11-12) : For The Year (2020-2021)

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Student Assessment Handbook

ENGLISH Language (Grades 11-12)

For the year (2020-2021)

1 Gathering Information Tools p. 8-15

To evaluate students' performance and measure their 2020/2021 academic achievement

It is the process of applying different information technology tools or resources such as

The Assessment of Distance Learning:

It is one type of E-Assessment. It is an assessment method used when there is a physical

It is vitally important when implementing electronic CA tools or for Grades 1 to 12 inclusive

2. LEARNING OUTCOMES for GRADES 11 & 12

Continuous Assessment End of Continuous Assessment End of

LST — 15% 15% — 15% 15%

SPK 15% — 15% 10% — 10%

RDG 5% 5% 15% 25% 5% 5% 15% 25%

WRT 5% 5% 5% 15% 30% 5% 5% 5% 20% 35%

Listening Speaking Reading Writing

• A total of six key outcomes have been identified:

Elements Key Learning Outcomes

Can write texts which express and justify opinions. (Evaluative)

Continuous Assessment End of Continuous Assessment End of

LST — 5% 15% 20% — 20% 20%

SPK 10% — 10% 10% — 10%

RDG 5% 5% 5% 15% 30% 5% 5% 5% 15% 30%

WRT 5% 5% 5% 5% 20% 40% 5% 5% 5% 25% 40%

1. Gathering Information Tools

1.2 CLASSROOM QUESTIONING

• Topics can be chosen by the teacher, by the class or by individual presenters.

• Students create presentations (i.e. PowerPoint or poster) to present to teacher and

• It provides an easily-accessible and permanent record, which shows students’

• They should be very short, lasting no more than 10 minutes.

• There is (usually) no need to prepare a written Marking Guide; a more informal

1.6 CLASS TESTS (CLTs)

A ‘test’ is a specially-designed procedure for gathering information about students’

- The same tasks are carried out by all of the students.

them as well as possible within the limited time available.

• They should be administered as part of normal lessons.

1.7 END of YEAR EXAM (EYE)

• In order to provide a valid assessment of students’ language skills, Listening or

• Test-writers should also remember that language-learning is cumulative, and not

3.1 GIVING FEEDBACK to STUDENTS

3.2 STUDENT SELF-ASSESSMENT

Awarding Marks for

– Has an excellent understanding of all texts.

Covers the ability to understand four general categories of text:

Informative: Descriptions ; sets of instructions; tables/ graphs/ charts ; factual

This requires in particular the ability to:

– Message to the intended reader(s) is very clear.

– Message to the intended reader(s) is fairly clear.

These ‘Informative’ texts may include:

– Attempts to present information, but the results are obviously

– Expresses opinions on topics in a reasonably convincing way.

OUTCOME # 8 RATING SCALE # 8

– Has a very good understanding of the meaning of different grammatical

In relation to any particular grammatical structure, this

Interactive: Short exchanges, dialogues, interviews,

When dealing with these texts, students should be able to:

In doing this, they should be able to:

Class: ____________ Year: _________

Can give presentations. (5)

Class: ____ Year: _

Class: ____ Year: _

Class: Year:

Class: Year: