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For the Teacher Summit 1 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 1

These tests are designed to give students who are using Summit 1 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 • Reading

• Vocabulary

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 1, Third Edition

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

For the Teacher

Page 2 of 7

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 1, 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 1     SPEAKING RUBRIC     [Total 20 Points] 1

2

3

4

Appropriateness

Can produce words, phrases and structures appropriate to the topic or talk or conversation but often needs assistance or prompting.

Can produce a range of vocabulary, structures and functions appropriate to the task. Manages the talk or interaction with a limited range of functional language.

Can produce a good range of vocabulary, collocations and functions and express ideas and opinions relevant to the talk or conversation. Able to paraphrase and avoid repetition. Pauses to search for complex language.

Can confidently produce a good range of vocabulary, collocations and some complex functions. Is able to express ideas and opinions relevant to the talk or conversation without obviously searching for words.

Completeness

Addresses only limited aspects of the given talk or does not adequately complete the conversation.

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

Addresses most aspects of the talk or conversation. 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 control most basic structures and functions limited to the task but mistakes occur when trying to express more complex ideas or dealing with unfamiliar situations.

Can generally control most basic and some complex structures and functional language. Makes mistakes when using more complex structures or talking about unfamiliar or abstract topics. Uses a range of structures appropriate to the task.

Can communicate accurately with a good range of structures and functional language. May make some mistakes when talking about very unfamiliar or more abstract topics but can self-correct or reformulate.

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

(continued)

Summit 1, 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 participate in most of the task and exchanges appropriate to it. Can sometimes initiate interaction and offer some extended contributions. Can sometimes reformulate responses and/ or ask for clarification when necessary.

Can adequately maintain and develop the task interaction and show coherence on extended contributions including on some abstract topics. Can respond flexibly and reformulate response if necessary.

Can comfortably take the lead in the task exchanges and is sensitive to turn-taking. Can expand coherently and appropriately on points and clearly express and invite points of view, although not always fluently on unfamiliar topics. Can reformulate responses with ease and check understanding.

Can confidently express ideas and opinions with precision and present and respond to complex lines of argument convincingly. Can help develop discussions by consistently following up on statements and inferences. Can select language appropriate to the context and audience and paraphrase where necessary. Rarely needs to ask for clarification.

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 1, Third Edition

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

For the Teacher

Page 5 of 7

SUMMIT 1    WRITING RUBRIC    [Total 20 Points] Appropriateness

Completeness

0/1

2

3

4

Can write simple, isolated phrases and sentences, with limited complexity or depth. Can write short messages with some errors. Writing contains errors of expression and coherence. May be difficult to read.

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 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.

Addresses only limited aspects of the topic or prompt.

Addresses some aspects of the topic or assignment.

Addresses most aspects of the topic, or assignment.

Has limited control of basic structures, phrases and isolated words. Can spell personal details but otherwise may have frequent misspellings

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.

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.

Does not adequately complete the task.

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.

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. (continued)

Summit 1, Third Edition

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For the Teacher

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Accuracy

0/1

2

Has a limited range of words, basic structures and phrases related to personal details or very familiar routine topics. Vocabulary is limited to basic needs and may be repetitive. May have limited control of grammatical structures. Makes frequent mistakes in punctuation of less familiar formats and in spelling of less familiar words.

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.

3 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.

4 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.

Clarity

Can write a short, basic message but may not always use appropriate openings and closings; may lack logical ordering. Can complete forms with basic personal details and write basic lists, with frequent misspellings.

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. (continued)

Summit 1, 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

Writing shows very limited variety of sentence structure. Short sentences are often disconnected, but sometimes can connect simple clauses and sentences. Has very limited range of words and phrases, primarily related to personal details.

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.

Summit 1, Third Edition

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

Can paraphrase to avoid repetition. Has a good range of discourse devices but lexical gaps can still cause circumlocution.

For the Teacher