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Summative Assessment for the cross curricular unit «Machines»


Learning objectives                    4.3.6.1 Understand with some support some specific information

and detail in short, simple texts on a growing range of general and some curricular topics

4.4.4.1 Write with support a sequence of short sentences in a paragraph to give basic personal information

Assessment criteria                          · Identify the detailed information in short simple texts

with some support

· Give basic personal information using short sentences

· Organise short sentences in a paragraph with support

Level of thinking skills               Knowledge and comprehension

Application

Duration                                     20 minutes

 

Reading

Task 1.Read the text. Complete the task.

 

Computers can do many jobs. They can do math, store information or play music. You can use a computer to write or to play games. What do you know about the history of computers?

The first computers were very big. They were the size of a room! People did not have them at home. Early computers could only do simple math, like a calculator.

In 1958, Jack Kilby invented the microchip. Microchips are tine but can store lots of information. They helped make computer smaller. In

1970s, computers were smaller and cheaper so people started to use them at home.

In 1989, Tim Berners-Lee invented the World Wide Web to organise information on the Internet. Now people all over the world use it.

Do you know that the first computer mouse was made of wood?

 

Circle True or False.

1. Early computers were very big and could do math. True False
2. Microchips are very small and store lots of information. True False
3. Alan Turing invented the microchip in 1958. True False
4. People started to use computers at home in the 1970s. True False
5. People created the World Wide Web in 1979. True False
6. The first computer mouse was made of plastic. True False


Writing




Task 2.Choose ONE object.Write 6 sentences about it. Use the picture and questions to write a paragraph.

 

1.                                 2.                                             3.

 

 

1. What is this?

2. Is it new or old?

3. What do you use it for?

4. Is it fast or slow?

5. How often do you use it?

6. What do you think about it?

 

Example:

This is my smart phone. It is new and modern. I use it to call my friends, take photos. It is very fast. I use it every day and very often. I like my phone very much it makes me happy.

 

Assessment criteria

Task

Descriptor

Mark

A learner

Identify the detailed information in short simple texts with some support

 

1

1. circles “True”; 1
2. circles “True”; 1
3. circles “False”; 1
4. circles “True”; 1
5. circles “False”; 1
6. circles “False”; 1

Give basic personal information using short sentences Organise          short

sentences    in    a

paragraph         with support

 

 

2

names the object; 1
writes about qualities; 1
writes what he/she uses it for; 1
writes if it is fast or slow; 1
writes how often he/she uses it; 1
expresses opinion about the object. 1

Total marks

12

Rubrics for providing information to parents on the results of Summative Assessment for the cross curricular unit «Machines»

Learner’s name                                                                                                

Assessment criteria

Level of learning achievements

Low Middle High
Identify the detailed information in short simple texts with some support Experiences challenges in identifying the detailed information in short simple text. Marks few of the sentences for True and False information correctly. Makes some mistakes in identifying the detailed information in short simple text. Marks some of the answers for True and False information appropriately. Develops the task fully. Confident in identifying the detailed information in the text. Marks most of the answers for True and False information correctly.
Give basic personal information using short sentences Organise short sentences in a paragraph with support Experiences some problems in making up sentences. Makes spelling mistakes while writing the sentences. Covers the task. Makes some mistakes in making up sentences. Has a few spelling mistakes or mistakes in organising a paragraph. Adresses the task fully. Makes up full sentences intelligibly organising them in a pargarph. Spells variety of words correctly.











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