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For the Teacher Summit 2 Assessment includes:

• An Achievement Test for each of • A Review Test for Units 1–5 • A Review Test for Units 6–10 • A Final Exam

the ten units in Summit 2

These tests are designed to give students who are using Summit 2 an opportunity to demonstrate their mastery of what they have studied. All tests include a General Test, a Writing Test, and a Speaking Test. Also included are:

• An audioscript for the listening comprehension items • Answer keys for all General Tests ABOUT THE TESTS UNIT GENERAL TESTS The Unit General Tests offer the opportunity to evaluate student progress on a unit-by-unit basis. Each General Test is designed to be given upon completion of the corresponding unit in the Student’s Book. Each General Test contains 33 items and evaluates students’ progress in:

• Listening • Grammar

• Social language

• Vocabulary

• Reading

UNIT SPEAKING AND WRITING TESTS There is one Unit Speaking Test and one Unit Writing Test provided for each of the 10 units in the Student’s Book. These tests evaluate student progress in the speaking and writing skills taught in the corresponding units. They are designed to be given separately, to afford the students ample time to produce their spoken and written responses. Each Unit Test contains two items. UNITS 1–5 AND UNITS 6–10 REVIEW GENERAL TESTS The Units 1–5 and Units 6–10 Review General Tests provide cumulative assessment at midand end-of-term. They are designed to be given after Units 1–5 and Units 6–10 respectively. Each Review Test contains 60 items that target the language taught throughout the previous five units. UNITS 1–5 AND UNITS 6–10 REVIEW SPEAKING AND WRITING TESTS The Units 1–5 and the Units 6–10 Review Speaking and Writing Tests provide additional cumulative assessment of the Speaking and Writing skills. Each test contains several topics for students to choose from. The topics are designed to encourage students to use the language taught in the corresponding five units. Each Review Test contains two items.

Summit 2, Third Edition

Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.

For the Teacher

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FINAL EXAM GENERAL TEST The Final Exam General Test is a cumulative test covering all 10 units. The Final Exam contains 70 items that target the language of all previous units. FINAL EXAM SPEAKING AND WRITING TESTS The Final Exam Speaking and Writing Tests provide cumulative assessment of the speaking and writing skills covered in all 10 units. Each Final Exam contains two items.

TIMING Each Unit General Test is designed to take approximately 25 to 30 minutes to administer. The Units 1–5 and Units 6–10 Review General Tests and the Final Exam General Test require approximately 50 minutes. Teachers may allow more or less time for any given test, depending on the needs of their students, without affecting the validity of the test. All Speaking and Writing Tests are designed to be conducted at a separate time. Make sure students have ample time to choose their topics and prepare before they speak or write.

SCORING THE TESTS Number of Items

Points per Item

Total Points

Unit General Tests

33

3

99 (add 1 “free” point to equal 100 points)

Unit Speaking Tests

2

20

40

Unit Writing Tests

2

20

40

Units 1–5 Review General Test

60

1

60

Units 1–5 Review Speaking Test

2

20

40

Units 1–5 Review Writing Test

2

20

40

Units 6–10 Review General Test

60

1

60

Units 6–10 Review Speaking Test

2

20

40

Units 6–10 Review Writing Test

2

20

40

Final Exam

70

1.4

98 (add 2 “free” points to equal 100 points)

Summit 2, Third Edition

Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.

For the Teacher

Page 3 of 7

SCORING RUBRICS FOR SPEAKING AND WRITING In order to evaluate the Speaking and Writing items, use the following rubrics. SUMMIT 2 SPEAKING RUBRIC [Total 20 Points] 1

2

3

4

Appropriateness

Can produce vocabulary, collocations, and functions limited to the topic and express ideas and opinions relevant to the topic but often needs assistance or modeling.

Can produce a range of vocabulary, collocations and some complex functions. Is able to express ideas and opinions with only some obvious searching for words.

Can draw from a wide range of resources in terms of vocabulary, structure, and functions. Has a broad lexical repertoire including idiomatic expressions.

Can confidently draw from a wide range of resources in terms of vocabulary, structure, and functions. Has a broad lexical repertoire including idiomatic expressions and specialist language.

Completeness

Addresses limited aspects of the talk or conversation.

Addresses some aspects of the talk or conversation with some complexity. Interactions are incomplete.

Addresses most aspects of the talk or conversation with appropriate complexity. Interactions are adequately complete.

Addresses all aspects of the talk or adequately completes the conversation, utilizing a broad lexical repertoire, including idiomatic expressions.

Accuracy

Can communicate with a range of structures and functional language. Makes some mistakes when talking about unfamiliar or more abstract topics.

Can communicate with accuracy on a good range of topics. Makes occasional errors when dealing with complex abstract topics but these do not prevent understanding. Can self-correct.

Can use the language fluently, accurately, and effectively on a wide range of topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control. Very occasional minor errors that do not distract.

Can consistently communicate with a high degree of confidence and accuracy across a very wide range of complex and abstract topics. Can communicate spontaneously with excellent control of language including idiomatic expressions and complex grammatical structures. Makes very few mistakes and can self-correct. (continued)

Summit 2, Third Edition

Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.

For the Teacher

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1

2

3

4

Quality of Interaction

Can expand on points and express and invite points of view, although not always fluently on unfamiliar topics. Can reformulate responses and check understanding.

Can express ideas and opinions with precision and present and respond to complex lines of argument convincingly. Can follow up on statements and inferences. Often selects language appropriate to the context and audience and paraphrases where necessary.

Can express ideas and opinions and connect contributions of other speakers coherently. Can respond spontaneously and be flexible in a variety of contexts and can manipulate language for humor and emotive purposes. Can generally exploit a range of functions, take the floor, and argue a viewpoint convincingly. Can usually infer and express attitude, mood, and intention. Usually selects language appropriate to the audience.

Can consistently express ideas and opinions and connect contributions of other speakers coherently. Responds spontaneously, confidently, and flexibly in a wide variety of contexts and can manipulate language for humor and emotive purposes. Can exploit a range of complex functions and argue a viewpoint convincingly. Can infer and express attitude, mood, and intention. Always selects language appropriate to the audience.

Complexity

Can connect simple clauses and sentences although pausing and repair can interrupt the flow of longer responses. Can maintain a description or narrative using linking words and devices. Generally intelligible and can use basic stress and intonation to support meaning.

Can communicate using longer stretches of connected clauses and functional language (e.g. cause and effect, compare, contrast). May need to pause or repair when handling more complex matters. Uses stress and intonation to support meaning.

Can maintain and develop extended responses using appropriate language to express evaluation, support ideas, and give relevant examples. Can use cohesive devices to connect arguments, though this may break down at times or need reformulating. Uses stress and intonation effectively to convey meaning, and hesitations are only minor.

Can present clearly focused information and points of view using extended stretches of language. Can talk about a variety of topics and effectively connect ideas and arguments with complex language. Occasional hesitation when searching for expressions. Uses stress and intonation to convey meaning effectively.

Summit 2, Third Edition

Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.

For the Teacher

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SUMMIT 2 WRITING RUBRIC [Total 20 Points] 0/1

2

3

4

Appropriateness

Can write complete but basic sentences and phrases on familiar topics and personal information, utilizing simple connectors. Can produce familiar forms of everyday routine utilizing simple structures. Can describe basic feelings and reactions in simple, connected text.

Can write straightforward paragraphs and simple, brief essays on known topics and routine information. Can offer opinions, summarize, and report on familiar subjects with some confidence. Can narrate a story and give basic details of an event. Can write an adequate description or narrative as part of an article or review. Can express opinions in short, simple essays on familiar topics. Can incorporate some relevant detail from external sources.

Can confidently write clear, detailed information on a wide variety of general and familiar topics, using functional language to express opinions. Can systematically develop and present a focused description, narrative, or argument, with supporting details for or against a particular point of view with complex language. Can evaluate, synthesize, and summarize information from other sources. Can produce standard features of different text types appropriately.

Can confidently write straightforward, clear information on complex and unfamiliar topics, as well as clear, detailed information on familiar topics. Can systemically develop and present an interesting, engaging, and persuasive argument utilizing complex and cohesive devices. Has good control of personal voice, humor, etc. Can summarize from a range of external sources.

Completeness

Addresses some aspects of the topic or assignment. Has control of a set of basic structures, words, and phrases for everyday situations but makes basic mistakes when dealing with all but the most familiar forms of writing.

Addresses most aspects of the topic, or assignment. Can link a series of shorter, discrete, simple elements into a connected, linear sequence of points. Can write in appropriate paragraphs and generally maintain logical ordering of information across the whole text.

Addresses all aspects of the topic or assignment. Paragraphs include topic statements. Essays include three paragraphs. Sentence length is appropriate to the task. Can use paraphrase to avoid repetition. Has a good range of discourse devices but lexical gaps can still cause circumlocution.

Addresses all aspects of the topic or assignment with a high degree of accuracy. Has good control of the logical ordering of argument and standard features of a wide range of texts. Paragraphs are of sufficient length to present point completely.

(continued)

Summit 2, Third Edition

Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.

For the Teacher

Page 6 of 7

0/1

2

3

4

Accuracy

Generally uses an appropriate range of words, structures, and phrases for familiar and everyday forms of writing. Can produce a basic range of functional language in simple form. Vocabulary is usually appropriate to topic. Makes some mistakes in punctuation of less familiar formats and in spelling of less familiar words.

Communicates with good degree of accuracy in familiar formats. Generally uses vocabulary appropriate to the topic. Makes few mistakes in punctuation of less familiar formats and in spelling of less familiar words.

Communicates with accuracy on most topics and in most contexts. Uses a good range of vocabulary, collocations and functions and can express ideas and opinions on some abstract and cultural topics. May make errors in very unfamiliar or abstract topics but these do not prevent understanding. Makes very few mistakes in punctuation and with only less familiar formats and in spelling of less familiar words.

Communicates with a high degree of accuracy on a wide range of complex topics. Occasional small errors that do not affect comprehension. Uses a broad lexical repertoire including idioms, fixed phrases, and structures. Generally accurate punctuation and spelling.

Clarity

Can write short, simple notes and messages relating to matters in areas of immediate need. Can write a very simple, informal, personal email/letter with generally appropriate opening and closing. Can connect simple clauses and sentences Has very limited understanding of features of text.

Has a good understanding of standard features of texts when dealing with familiar topics or contexts for an article, review, or informal letter/email. Ideas are presented in generally organized and clear manner.

Can write with clarity on most topics. Ideas are well organized and presented in a clear and logical manner. Utilizes transitions appropriately. Details and supporting material are used as necessary to clarify and illustrate ideas. Can use cohesive devices to connect arguments across paragraphs, though this may be awkward in places.

Can write with high degree of clarity on a wide range of familiar and unfamiliar topics. Can manipulate language for emotional purpose. Can accurately connect arguments across paragraphs using cohesive devices. Transitions are smooth. Essays contain convincing viewpoints.

(continued)

Summit 2, Third Edition

Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.

For the Teacher

Page 7 of 7

Complexity

0/1

2

3

4

Uses a somewhat appropriate range of words, structures, and phrases for familiar and everyday forms of writing. Can produce a basic range of simple, functional language.

Uses a range of words, structures, and simple collocations. Can use functional language to deal with less familiar but everyday topics, e.g. complaining, refusing, etc., but can only produce a very limited range of more complex language.

Uses a good variety of vocabulary, sentence structures, and functions, and can express ideas and opinions on some abstract and cultural topics. Can paraphrase to avoid repetition. Has a good range of discourse devices but lexical gaps can still cause circumlocution.

Uses a wide range of resources in order to enhance vocabulary, structure, and functions.

Summit 2, Third Edition

Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.

For the Teacher