نموذج امتحان نهائي في اللغة الإنجليزية للصف الرابع - الفصل الثالث (2)

Grade 4 General

The sample questions have been provided to support teachers in developing the Term 3 School-based Summative Assessment. Samples are included for the Vocabulary, Reading and Writing sections.

The samples are intended to show how the requirements in the sample test specifications can be applied in practice. They demonstrate the expected level of demand, question style, text complexity and alignment with the relevant SSLOs.

The sample questions are illustrative only. They are not compulsory assessment materials, and teachers are not required to use them exactly as provided. Teachers may use the samples as models, adapt them where appropriate, or replace them with alternative materials that meet the same assessment requirements.

Purpose

The sample questions are designed to provide a shared reference point for teachers when selecting, adapting or creating assessment materials. They help demonstrate:

• appropriate CEFR level for the assessed section • suitable text length and linguistic complexity • alignment with Term 3 curriculum themes and content • alignment with the relevant SSLOs • appropriate question types for the assessed skills • how the SLOs can be assessed through appropriate question types • the expected standard for student-facing instructions

The samples should be used to guide teacher judgement. Any adapted or alternative materials should maintain the same level of challenge, skill focus and assessment purpose.

Using, Adapting or Replacing the Samples

Teachers may:

• use the sample questions as models • adapt a sample text, question or prompt to suit their students • select or create alternative texts, questions or prompts • develop equivalent items that assess the same skill and level of demand

If teachers choose to adapt or replace any sample material, the alternative material should:

• match the CEFR level specified in the sample test specifications • reflect a theme or language focus covered during Term 3 • use the same text type, where a text type is specified • be comparable in length, complexity and level of challenge • assess the same SSLO or skill focus • use clear, age-appropriate language • follow the same mark allocation and question format shown in the sample test

specifications

Teachers should ensure that any changes do not make the task significantly easier or more difficult than the sample provided.

Developing Additional Questions

Teachers are responsible for developing any additional questions needed for their school-based assessment. When writing questions, teachers should ensure that each item clearly assesses the intended skill and remains within the scope of the Term 3 curriculum.

Questions should:

• be aligned with the relevant SSLO • match the question type required in the sample test specifications • use clear and age-appropriate wording • be answerable from the text, image or prompt provided • avoid relying on outside knowledge • avoid giving clues through repeated wording or obvious distractors • have one clearly correct answer, where applicable • include suitable answer guidance for constructed response questions

Example Questions، Learning Outcome، Example Question

Apply high frequency words correctly across different contexts and text types.

Use new vocabulary accurately in a range of oral and written tasks.

A. whole B. people C. children D. half

1. Many students and teachers came to the school show. _____

2. I ate all of my sandwich. ______

Answer literal and inferential questions using text details.

Why did Sara stay indoors after school? A. She felt tired B. It started to rain C. Her friends were busy

How did Sara feel while baking cookies? A. angry B. bored C. happy

Identify main ideas and supporting details in informational texts.

What is the main idea of the text? A. How sea turtles find food B. Why sea turtles are important C. Where sea turtles lay their eggs

Make and justify predictions and inferences with supporting evidence.

What will probably happen next? A. The boy will look for his missing lunchbox. B. The boy will start drawing a picture. C. The boy will play football outside.

What does the word found mean in the text? A. lost something B. got something C. gave something away

Determine the meaning of unfamiliar words using context, affixes and root words.

In the story, what does the word gone mean? A. Not there anymore B. Very far away C. Broken

Checklist

General The assessment follows the test specifications. The assessment reflects Term 3 curriculum themes and content. The assessment is free of any typos and grammar errors. Vocab The target words are listed in the CCG. The sentence length is appropriate for the grade level. The distractors are plausible and visually or semantically related. The image, where used, is clear and age and culturally appropriate. Reading The reading text matches the CEFR level stated in the test specifications. The text type matches the required text type. The text word count matches the test specs. The topic is linked to Term 3 themes or familiar contexts. Each question is aligned with the intended SSLO. Each MCQ has one clearly correct answer. All questions avoid word-spotting Constructed Response / Writing Questions clearly tell students what to answer and are manageable for the grade level.

Support such as pictures, word banks or guiding points helps students without giving full sentences to copy.

The task allows students to produce their own writing and demonstrate vocabulary, sentence control and writing conventions.

Review The Answer Key has been checked, and each item has only one correct answer. Marks, numbering and formatting are accurate and consistent across the assessment. Images, layout, spacing and font size are clear and accessible for students.

Proofer 1، Proofer 2، Vocabulary

Match the sentence to the correct word. There are five words you do not need. Each word may only be used ONCE.

1. The sky was full of bright, loud colours.

Dad used most of it to buy food and clothes.

After school, I ate, exercised, showered and still had homework.

It’s 8 pm, so there’s one left before bedtime at 9.

Every costume looked like the one next to it.

hour، fireworks، festival، gifts، both، money، only، busy، similar، celebration