نموذج امتحان نهائي في اللغة الإنجليزية للصف الثالث - الفصل الثالث (3)

Grade 3 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 SSLOs 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

My bag is full of books.

Apply context clues to determine the meaning of high frequency words in different texts.

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

Describe characters' motives and actions using details from the text.

Why did Mira move the stick? A. She wanted to help the bird. B. She wanted to play with the stick. C. She wanted to scare the bird.

What did Mira do to help the bird? _________________________________________

Identify the lesson or moral in a story and explain it in a short sentence.

What is the lesson of the story? A. Winning is more important than being kind. B. It is better to be honest and fair. C. Puzzles are too hard to finish.

What lesson does Omar learn? Explain it in one short sentence. _________________________________________

Summarise the main idea and key points of a text in a few sentences.

What is the text mostly about? A. Lina grows a plant from seeds. B. Lina buys a new flowerpot. C. Lina plays outside every morning.

Write the main idea of the text in two sentences. ____________________________________________ ____________________________________________

Identify learned vocabulary in text and use new vocabulary in speaking and writing tasks.

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

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

Identify cause and effect relationships in texts.

Why did Tom smile at the end of the story? A. He went home B. He got his hat back C. He played with friends

Why did Tom look on the bench and under the tree? A. He wanted to play B. He was looking for his hat C. He was meeting a friend

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.

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