Level of thinking skills on the subject “English language”, Grade 7

Strand	Level of thinking skills	Description	Recommended type of question
Listening	Knowledge and comprehension	Understand the main ideas of talk on curricular topics; understands details of an argument in a talk within the framework of familiar topics; identify specific information in a talk within the framework of familiar topics; understands narratives on general and curricular topics; recognize speaker’s opinion in extended talk;	Questions with multiple choice answers. Questions that require short answer. Questions that require an extended answer.
	Higher order thinking skills	deduce the meaning of listening material using context clues;
Speaking	Application	use the formal and informal registers in a talk; use subject specific vocabulary and syntax;	Questions that require short answers. Questions that require an extended answer.
	Higher order thinking skills	ask complex questions to obtain specific information; convey the main ideas of a text within the framework of familiar topics logically organizing events; present information within the framework of familiar topics; interact with peers (in a pair, group) to fulfill learning tasks; compare and contrast texts within the framework of familiar topics; express and opinion providing arguments;
Reading	Knowledge and comprehension	identify the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; recognize specific information and detail argument in a text and a range of styles and genres within the framework of familiar topics; identify the attitude and opinion of the author in a text; read fiction and non-fiction texts;	Questions with multiple choice answers. Questions that require short answers. Questions that require an extended answer.
	Application	use a range of information sources (reference materials, dictionaries, the Internet);
	Higher order thinking skills	deduce the meaning from context in short texts;
Writing	Application	link and coordinate sentences and paragraphs in a text within the framework of familiar topics; correctly use punctuation in a text within the framework of familiar topics; spell high frequency words accurately; use accurately grammatical structures;	Questions that require short answers. Questions that require an extended answer.
	Higher order thinking skills	fill in tables, diagrams, schemes, questionnaires, forms; plan, write, edit and proofread texts within the framework of familiar topics; describe real and/or imagined events of the past, present, and future using the knowledge of topics studied before; create texts of a range of styles and genres using appropriate rules and layout; provide arguments: examples and reasons in a writing paper.

Administration rules

During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.

At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.

Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional resources that can help them, for example, dictionaries (excluding the cases when it is allowed in specification).

Recommend learners to cross the wrong answers instead of using an eraser.

During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.

In case of finishing Listening section before than 10 minutes, feel free to come to Reading section.

Always tell the learners that they have 15 and 5 minutes left before the end of the Summative Assessment.

Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.

 

Moderation and marking

 

All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.