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Evaluation & Key Competences: Tests
Evaluation & Key Competences: Tests
Tests
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
End of Term 1
End of Term 2
End of Term 3
End of Year
Editable Tests
Evaluation overview 1
Tests Teacher’s Notes and Answer Keys 3
Marking grids 20
Introduction to the Key Competences 23
Key Competences Assessment grids 25
Learning standards and Assessment criteria mapping 28
iGradebook please see Excel® file
Portfolio overview 31
‘I can …’ cards 32
‘I can …’ grids 33
Vocabulary records
Starter unit 34
Unit 1 35
Unit 2 36
Unit 3 37
Unit 4 38
Unit 5 39
Unit 6 40
Unit 7 41
Unit 8 42
Course certificate 43
i
Big Bright Ideas
Evaluation overview
Welcome to the evaluation and Key Competences Evaluation of the Key Competences
section of Big Bright Ideas 1. This section contains Key Competence-based evaluation is being
material that will help you to evaluate what your recognized as increasingly important in the foreign-
students have learned. language classroom. At the end of this section,
It is divided into three parts: you will find a more detailed description of the
• formative and summative evaluation Key Competences, which you can use to help you
• evaluation of the Key Competences to assess your students’ skills and competences in
• self-evaluation and suggestions for using the English through the project work in the Class Book
and Activity Book.
European Language Portfolio with Big Bright Ideas
The most appropriate way to assess the Key
Formative and summative evaluation Competences is through observation, and so Key
From the beginning of Primary education, evaluation Competences evaluation grids have been provided to
should be integrated into the teaching–learning use with each of the three termly projects. These grids
process, combining formative assessment with more can be used to record and assess the progress of each
formal summative evaluation. A proper evaluation student in each of the Key Competences.
requires observation and measuring tools, which
combine to give both information about the students iGradebook
and an assessment of the evaluation process. As part The iGradebook provided is an easy-to-use Excel®
of this process, we need to take into consideration spreadsheet, which allows you to transfer your
the development of the Key Competences and the students’ marks from the Tests marking grids and
students’ own self-evaluation. the Key Competences assessment grids into a useful
In terms of summative evaluation, there is an digital format. The spreadsheet allows you to not only
extensive range of tests, along with answers, quickly access each student’s individual grades, but
transcripts and marking schemes. There are eight unit the helpful Class Overview sheet also allows you to
tests, three end of term tests and one end of year test. view your whole class’s marks at a glance.
To use the iGradebook, simply follow these steps:
The extensive range of tests in Big Bright Ideas cover
1 First, enter the names of all the students in your
the target language of the course and the types of
class in the Student Name column on the Class
activities that the students usually do. These tests
Overview sheet. Your students’ names will then
have also been developed in accordance with the
automatically appear in the other sheets in the
Key Competences.
iGradebook.
In addition, marking grids are provided so that 2 Click on the relevant sheet (Tests or the Project
you may easily record test results and keep a Key Competences) and input the mark for each
record of each student’s strengths and/or areas for student (maximum marks are always provided for
improvement throughout the year. reference). The total mark and class averages will be
automatically generated.
3 Return to the Class Overview sheet, and you will
be able to view at a glance the whole class’s marks
(as well as automatically generated percentages) as
entered in each of the relevant sheets.
English Portfolio
As a method of self-evaluation and a source of
motivation for the students, we have included several
photocopiable pages for the development of a Big
Bright Ideas Portfolio, personalized for each student.
Name
Unit 1 test Mark Max marks
Listening 1 Listen and tick the boxes. 5
2 Listen and number. 10
Reading 3 Read and match. 10
4 Read and circle the correct words. 10
Speaking 5 Look and answer. 5
6 Look and make sentences. 10
Total for test 50
What are the Key Competences in the Big Bright Ideas presents language to students
foreign-language classroom? in different everyday contexts in which they can
Key Competences describe a range of skills, broaden their social and civic knowledge and
knowledge, attitudes and behaviour developed in all understanding.
subjects to serve students for life and learning outside Big Bright Ideas asks many of the questions that
the classroom. students like to find out about.
European legislation defines eight Key Competences, Students learn English as well as how to be good
distinguishing between communication in the mother citizens alongside the course characters, and the
tongue and a foreign language; these two have been community values themes explicitly explore positive
combined to create seven Key Competences in the behaviour. Values and citizenship, interpersonal and
Spanish educational system. social skills, codes of conduct, norms of behaviour
and customs in similar and different environments
Therefore the Key Competences are defined as the are all positively modelled, helping students absorb
following: socio-political concepts like equality and diversity, and
• Linguistic communication spark interest.
25
Name:
10 – Excellent 5 – Adequate 140–150 – Excellent 61–84 – Adequate
8–9 – Very good 1–4 – Needs improvement 120–139 – Very good 0–60 – Needs improvement
Class: 6–7 – Good 85–119 – Good
Indicators for evaluating the Key Competences Mark Total competence mark Observations
Digital competence
Uses the internet to research different board games /10
Learn to learn
Reflects on their work by completing the self-evaluation chart in the Activity Book /10
Demonstrates a positive attitude to learning by trying their best /10
Sense of initiative and entrepreneurship
Works with the group to divide up the tasks required to make a board game /10
Volunteers answers to questions /10
Cultural awareness and expression
Expresses themselves creatively by making the board game /10
/150
PHOTOCOPIABLE
Total mark
Assessment criteria Total competence mark
26
Name:
10 – Excellent 5 – Adequate 140–150 – Excellent 61–84 – Adequate
8–9 – Very good 1–4 – Needs improvement 120–139 – Very good 0–60 – Needs improvement
Class: 6–7 – Good 85–119 – Good
Indicators for evaluating the Key Competences Mark Total competence mark Observations
Digital competence
Uses the internet to research different foods /10
Learn to learn
Reflects on their work by completing the self-evaluation chart in the Activity Book /10
Demonstrates a positive attitude to learning by trying their best /10
Sense of initiative and entrepreneurship
Works with others to ask and answer questions about food pictures /10
Volunteers answers to questions /10
Cultural awareness and expression
Expresses themselves creatively by making the food picture /10
PHOTOCOPIABLE
Assessment criteria Total competence mark
27
Name:
10 – Excellent 5 – Adequate 140–150 – Excellent 61–84 – Adequate
8–9 – Very good 1–4 – Needs improvement 120–139 – Very good 0–60 – Needs improvement
Class: 6–7 – Good 85–119 – Good
Indicators for evaluating the Key Competences Mark Total competence mark Observations
Digital competence
Uses the internet to research different bedroom designs /10
Learn to learn
Reflects on their work by completing the self-evaluation chart in the Activity Book /10
Demonstrates a positive attitude to learning by trying their best /10
Sense of initiative and entrepreneurship
Works with others to talk about bedroom design preferences /10
Volunteers answers to questions /10
Cultural awareness and expression
Expresses themselves creatively by designing a bedroom collage /10
PHOTOCOPIABLE
Learning standards and Assessment criteria mapping
Project 1: A board game
This project fulfils the following Learning standards and related Assessment criteria across the Key Competences
indicated below.
I can …
I can remember
I can think I can listen to
I can words and
about my local and understand
play games. phrases from
community. dialogues.
earlier units.
I can …
I can …
say my name and greet people.
S say how old I am and ask someone’s age.
use colour words.
use numbers from 1 to 10.
I can …
ask and answer questions about classroom objects.
1 say what stationery I have and haven’t got.
I can …
ask and answer questions about family members.
2 use adjectives to describe people.
I can …
ask and answer questions about toys.
3 say what activities I can and can’t do.
I can …
say what pets I like and don’t like.
4 name and describe farm animals.
I can …
ask and answer questions about the food and drink I have at different meals.
5 ask and answer questions about the fruit and vegetables I like.
I can …
say what parts of the body and face people and animals have got.
6 ask and answer questions about abilities.
I can …
ask and answer questions about the clothes I’m wearing.
7 ask and answer questions to describe other people’s appearance.
I can …
ask and answer questions about where furniture at home is.
8 talk about the rooms that a house has got.
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Signed (student)