Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

Assessment and Learning

1. Introduction
Assessment and learning are inseparable part of an academic process that go together.
Assessment is very vital to make learning effective and fruitful. It provides important data on
the breadth and the depth of student learning. It is an approach to teaching and learning
that essentially invites feedback which is then used to improve students learning and
performance.
Given the importance of assessment for student learning, it is very significant to
consider how to best measure the learning that we want our students to achieve. It must
integrate grading, learning, feedback and motivation. A well-designed assessment can tell us
a lot about how well students have learnt, where they are struggling for and what strategies
we have to develop for further teaching learning process. Students develop a better
understanding and self-realization about where they are in their learning, where they are
going and how they can reach there.

How
Where
tothey
Where reach
theyare
are
there
now
going

2. Assessment in my School
Recently, I have been teaching English at the secondary level in Shyambal Secondary
School, Sandakpur R.M-2, Maimajhuwa Ilam. Assessment in our school is conducted on a
regular basis. We give equal priority to formative as well as summative evaluation. We
regularly assign homework, classwork, project work, engage students in different co-
curricular activities, conduct unit test, class test, monthly test, terminal and annual
examinations. Every assessment tool is then followed by a feedback session.

3. Purpose of this Assessment

in order to fulfill the partial requirement of the Teacher Professional Development Training,
Secondary Level English First Phase, I conducted a complete test of English for grade ten
students on two different dates. First, I studied the specification grid and prepared a set of
question with marking scheme and organized the test on 3rd and 5th of Baisakh 2078 of
speaking/listening and reading/writing skills respectively.

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 Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

4. Specification Grid
Listening (10 Marks) Speaking (15 Marks) Reading (40 Marks) Writing (35 Marks)
Purpose Purpose Purpose Purpose
To find whether the To find whether the To find whether the To find whether the students have
students have obtained students have obtained students have obtained the learning outcomes of
the learning outcomes the learning outcomes of obtained the learning writing mentioned in the
of listening mentioned speaking mentioned in outcomes of reading curriculum.
in the curriculum. the curriculum. mentioned in the Writing constructs
Listening constructs Speaking constructs curriculum. The writing test should test the
The listening test should The speaking test should Reading constructs following writing constructs:
test the following test the following The reading test 1. Organization
listening constructs: speaking constructs: should test the 2. Coherence and cohesion
1. Listening for gist 1. Pronunciation following reading 3. Relevance of the content
2. Listening for specific 2. Stress and intonation constructs: 4. Appropriateness of the
information/important 3. Fluency 1. Reading for gist language
details 4. Accuracy 2. Reading for specific 5. Grammatical accuracy
3. Listening for main 5. Appropriacy information/importa 6. Style (formal, informal,
ideas and supporting 6. Clarity of expressions nt details descriptive, narrative, etc.)
details 7. Language functions 3. Reading for main 7. Layout and format
4. Listening to deduce 8. Use of discourse ideas and supporting 8. Orthographic convention
the meaning of words markers and the features details (spelling, punctuation,
5. Listening to infer of connected speech 4. Reading for handwriting, wording, numbers,
meaning (Each test item should deducing the meaning etc.)
Types of sound files aim to test all the above- of words 9. Creativity and originality (Note:
Interviews, mentioned constructs in Note: The test items Each test item should aim to test
conversations, short totality.) from each of the seen all the above-mentioned
discussions/talks, Types of test items text should target not constructs in totality.)
advertisements, reports, Each student at the more than 2 reading Types of test items
announcements, news, beginning of speaking constructs, and the 1. Guided writing (I) (1x 5 = 5
detailed directions, test should be asked test items from each Marks)
stories, operating some very general of the unseen texts Areas to be covered: directions,
instructions, messages, questions to make the should target not instructions, obligations and
weather forecast, students feel more than three prohibitions, posters, electronic
personal profiles, short comfortable. The constructs. text messages, post cards,
narratives, recorded or following types of test Number and types of advertisements, messages of
broadcast audio items will be used to texts condolence, messages of
material assess the speaking skill: 1. Two seen texts congratulations, menus, recipes.
Note: The sound files 1. General interview (3 (5+10) = 15 Marks (Ask one question from one of the
should be authentic and marks) (Text types: Texts above areas with sufficient
could be clearly (Ask any three questions given in the textbook) guideline. Word limit for this
articulated with normal on 2. One unseen text writing will be 75 to 100 words.) 2.
speed of delivery. personal/common/famili carrying 10 marks (10 Guided writing (II) (1x5=5 Marks)
Number of sound files ar topics.) Marks) Areas to be covered:
Three sound files 2. Describing pictures, (Text types: News interpretation of (charts, graphs,
carrying 4, 4, and 2 charts, maps, tables, etc. stories, menus, tables, lists, pictures), short
marks respectively will OR, Narrating a notices, manuals, skeleton stories, invitation letters,
be used and the last sequence of events (4 advertisements, diary thanks giving letters, letter of
sound file will be used marks) entry, e-mails, regret, news stories, paragraphs
to test sounds, stress (Ask any one question product guides, time (Ask one question from one of the
and intonation. where students are tables, etc.) above areas with sufficient

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 Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

Length of the sound file required to speak at least 3. One unseen text guideline. Word limit for this
Maximum three 8 sentences.) carrying 15 marks (15 writing will be 75 to 100 words.) 3.
minutes 3. Cued situation (4 Marks) Free writing (I) (1x6= 6 Marks)
Types of test items marks) (Text types: Stories, Areas to be covered: Dialogue
1. Multiple choice (Give students at least essays, letters, science (with the situation given),
2. Fill in the blanks two cued situations so articles, newspaper paragraph on personal
3. Ordering that they will speak at articles, book/film experiences, short stories (only
4. Matching least two sentences each reviews, etc.) provide either the beginning,
5. Short answer using appropriate Note: The texts ending, title or the moral), views
questions Note: language should be authentic. and attitudes (on some current
1. Ask different types of functions/structures.) Number of words in issues of importance) (Ask one
questions from three 4. Speaking on a given texts question from one of the above
different sound files. topic (4 marks) Text for 5 marks areas. Word limit for this writing
Suppose if you give (Give a topic to the (Approximately 100 will be 100 to 120 words.)
multiple choice items students, give them some words) 4. Free writing (II) (1x 8 = 8
from sound file A, give time to think, and ask Text for 10 marks Marks)
fill in the blanks from them to speak on the (Approximately 200 Areas to be covered: Letters and
sound file two. same.) words) emails (personal/informal,
Instruction Instruction Texts for 15 marks official/formal), essays
The instruction should The instruction should be (Approximately 300 (descriptive, narrative, cause
be short and clear. If short and clear. words) effect), newspaper articles (on a
necessary, give an Time: 10 to 15 minutes Types of test items given topic), reviews (of films,
example. per students 1. Multiple Choice movies, books), brochures/leaflets
Total number of test Alternative test methods 2. Sequencing (on places and events of
items = 10 for students with visual 3. Fill in the gaps historical/cultural/ religious/ social
Marks per item= 1 difficulties (without choices) / or tourism importance) (Ask one
Time: 20 Minutes For the students with 4. Matching question from one of the above
Criteria for marking visual difficulties give 5. True/False areas. Word limit for this writing
While marking answers, them the same three test 6. Short Answer will be 150 to 200 words.)
focus should be given on items mentioned above, questions 3. Grammar 11 Marks
the learners' ability to i.e., general interview, Note: Question types:
understand the content cued situation and 1. Except short Type 1: Reproduction (1x 6 = 6
and context rather than speaking on a given topic. answer questions, the Marks)
their ability to write. But instead of describing types of questions Type2: Fill in the gaps with the
Alternative test pictures, charts maps, should not be grammar items in a contextual
methods for students tables, etc. ask them to repeated in the two passage (0.5x10 = 5 Marks)
with speech and narrate a sequence of seen comprehension S. Contents Number of
hearing difficulties events or to tell a story passages. This is N. questions
Type 1 Type 2
For the students with that they have heard, applied to the two
1 Articles - 1
speech and hearing read or created. unseen
2 Prepositions - 1
difficulties any two of Criteria for marking comprehension 3 Tags 1 1
the following types of  Students need to passages as well. 4 Concord - 1
question can be asked produce grammatically Instruction 5 Transformation 2 -
each containing five correct as well as The instruction 6 Tense 1 1
marks: situationally appropriate should be short and 7 Reported Speech 1 1
1. Paragraph writing sentences. clear. 8 Voice 1 1
2. Picture describing  Speaking constructs Total number of test 9 Connectives - 1
3. Dialogue writing such as pronunciation, items = 40 10 Conditional - 1
4. Developing a story stress and intonation, Marks per item = 1 11 Causative Verbs - 1
from the given outlines fluency, accuracy, Time: 1: 15 Hour Total No. of questions 6 10
appropriacy, clarity, Criteria for marking Total Marks 6 5

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

language functions, the Reading constructs Instruction

use of discourse markers should be considered The instruction should be short
and the features of while scoring the and clear.
connected speech should answers. Time: One hour
be considered while Criteria for marking
scoring the answers. Writing constructs such as
Alternative test methods organization, coherence and
for students with speech cohesion, relevance of the
and hearing difficulties content, appropriateness of the
For the students with language, grammatical accuracy,
speech and hearing style, layout and format, creativity
difficulties, give them an and originality and orthographic
unseen comprehension conventions should be considered
passage carrying 15 while scoring the answers.
marks.

5. Test Paper with Marking Scheme

5.1. Listening Test
Shree Shyambal Secondary School
Sandakpur-2, Ilam
Class: Ten Full Marks: 10
Subject: English Listening Test Time: 20 Minutes

Task 1
You are going to hear a telephone conversation between Yogendra and Sapana. First you
will have one minute to study the tasks below. Then you will hear the conversation twice
with a gap of 30 seconds between the plays. While listening, fill in the blank spaces with
appropriate words from the audio. After the second listening, you will have 30 seconds to
check your answers. There is an example at the beginning. 4×1 = 4
Example: Sapana is going to watch a cultural show at Chhinnamasta.
a. Agrim is planning to go to ………………....
b. Yogendra said that ………………...was out.
c. Sapana will wait for Agrim till ……………...
d. Sapana will take a …………………... to go to Chhinnamasta.

Task 2
You are going to hear the weather forecast. First you will have one minute to study the
tasks below. Then you will hear the weather forecast twice with a gap of 30 seconds
between the plays. While listening, match the halves of the sentences based on the audio.
After the second listening, you will have 30 seconds to check your answers. 4×1 = 4

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

A B
a. The weather in the north is i. cloudy
b. The weather in the east is ii. dry and cloudy.
c. The weather in the west is iii. windy and cold.
d. The weather in the south is iv. rainy.

Task 3
You are going to listen to a poem. First you will have one minute to study
the tasks below. Then you will hear the poem twice with a gap of 30
seconds between the plays. While listening, find the rhyming words for the
following from the poem. After the second listening, you will have 30
seconds to check your answers. One is done as an example. 2×1 = 2
Example: bare
a. Grow ………………………..
b. Time ………………………..

6. Listening Audio Script

6.1.1. Audio Script for Task 1
Script of the sound file:
(Telephone ringing…) Yogendra: Hello! Yogengra speaking.
Sapana: Hello, could I speak to Agrim?
Yogendra: I’m afraid he is out. Can I take a message?
Sapana: Oh, well, this is Sapana here. I’m his friend. I wonder if he’ll be free this afternoon. I’m
going to watch a cultural show at Chhinnamasta. I’d like him to come with me if he’s free.
When’ll he be back?
Yogendra: He won’t be long. He’s just gone out to book a ticket to go to Kathmandu. He’ll be
here after 15 minutes…um…about at 9.00 a.m. I don’t think he’s doing anything this afternoon.
Sapana: Good. Can you tell him I shall wait for him a NetaChowk, Rajbiraj at 10.00 a.m.?
Yogendra: Okay.
Sapana: If he’s not there by 10.30 a.m., I’ll take a bus. Could you please give him my cell
number? It’s 9749233462.
Yogendra: Ley 5.me check it. It’s 9-7-4-9-2-3-3-4-6-2, right?
Sapana: Sure.
Yogendra: Thank you so much. I’ll pass him the message. Goodbye.
Sapana: Bye.

6.1.2. Audio Script for Task 2

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

Script of the sound file

You will hear the weather forecast. News reporter: Here's the weather forecast. Weather
reporter:

Welcome to the weather forecast. Now, let's see what the weather is like today. In the north of
country, it's very windy and cold. There's a chance of some rain too, so don't leave home
without your umbrella! The temperature is around 15 degrees centigrade. In the east, it's rainy
all day today, I'm afraid. There may be a thunderstorm in the afternoon. The temperature is a bit
higher than yesterday, at around 18 degrees centigrade. In the west and middle of the country,
the weather is dry, but cloudy. So, no rain for you, but it's quite windy and the temperature is
just 20 degrees centigrade. The south of the country has the best weather today. It's cloudy
most of the time but sunny this afternoon. The temperature is around 25 degrees centigrade.
6.1.3. Audio Script for Task 3

Knowledge The seeds of knowledge

Your mind is a meadow Of stars and snow;
To plant for your needs The science of numbers,
You are the farmer The stories of time,
With knowledge of seeds, The magic of music,
Don't leave your meadow The secrets of rhyme?
Unplanted and bare, Don't be a know-nothing!
Sow it with knowledge Plant in the spring.
And tend it with care. And see what harvest
Who'd be a know-nothing The summer will bring,
When he might grow - Composed by Eleanor Farjeon

6.2. Marking Scheme for Listening

Marking Scheme
(Listening)
Subject: English Maximum Marks: 10
Time: 20 minutes Grade: X
Task 1
This question carries 4 marks. Award 1 mark for each correct answer. Minor grammatical
errors should be considered.
Answers.
Example: Sapana is going to watch a cultural show at Chhinnamasta.
a. Agrim is planning to go to Kathmandu.
b. Yogendra said that Agrim was out.
c. Sapana will wait for Agrim till 10.30.
d. Sapana will take a bus to go to Chhinnamasta.
Task 2

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

This question carries 4 marks. Award 1 mark for each correct answer. Minor grammatical
errors should be considered.
Answers
A B
e. The weather in the north is iii. windy and cold.
f. The weather in the east is iv. rainy.
g. The weather in the west is ii. dry and cloudy.
h. The weather in the south is i. cloudy.
Task 3
This question carries 2 marks. Award 1 mark for each correct answer.
Answers
Example: bare
c. Grow snow
d. Time rhyme

6.3. Speaking Test

Shree Shyambal Secondary School

Sandakpur-2, Ilam
Class: Ten Full Marks: 15
Subject: English Speaking Test Time: 10 Minutes

Start with general icebreaker questions to make them feel comfortable. (These questions
are not intended for marking)

 Greet the student. How are you?

 Introduce yourself.
 Who is your favourite actor? Your best teacher? Best subject? Etc.
Task – 1
General interview questions on personal/ familiar/ common topics. 3×1= 3
a. Could you please tell me about your school?
b. Tell me something about your family?
c. What do you do in your leisure time?

Task – 2

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

Here is the population of Nepal in terms of religious groups according to the National
Census, 2068 B.S. Study the data and interpret it. Speak at least 8 sentences. 8 × 0.5 = 4

Population of Nepal in Terms of Religious Groups

Religious Groups Percentage
Hindus 81.3
Buddhists 9
Islams 4.4
Kirats 3.1
Christians 1.4
Prakritis 0.5
Others 0.3

Task – 3
Suppose one of your friends is having the following problems. What advice would you give
him/her. 4×1=4
a. He is feeling sick.
b. He is weak in Mathematics.
c. She is feeling lazy.
d. He has put on his weight.
Task – 4
Choose one of the topics below and speak at least 8 sentences on it. You have one minute
time to think before you start speaking. 8 × 0.5 = 4
a. My school
b. Mobile
c. Computer
d. Leisure time
e. English language

6.4. Marking Scheme for Speaking

Marking Scheme
(Speaking)
Subject: English Maximum Marks: 15
Time: 10 minutes Grade: X

Task – 1
This task includes 3 general questions carrying 1 mark each. Award mark considering the
aspects such as sentence structure, pronunciation, fluency, stress and intonation, accuracy,
appropriateness, vocabulary etc. Answer may vary from student to student.
Task – 2

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

This task carries 4 marks. Award mark considering the aspects such as sentence structure,
pronunciation, fluency, stress and intonation, accuracy, appropriateness, vocabulary etc.
Answer may vary from student to student. Encourage students to speak at least 8
sentences.
Sample sentences:

 The data is prepared according to the National Population Census 2068.

 There are 81.3 percent Hindus in our country.
 Buddhists occupy the second largest part of the population. Etc.
Task – 3
This task has four questions carrying 1 mark each. Award mark considering the aspects such
as sentence structure, pronunciation, fluency, stress and intonation, accuracy,
appropriateness, vocabulary etc. Answer may vary from student to student.
Sample advices
a. You ought to go to hospital.
b. If I were you, I would join tuition class.
c. Why don’t you watch T.V.?
d. You’d better do yoga. Etc.
Task – 4
This task carries 4 marks. Award mark considering the aspects such as sentence structure,
pronunciation, fluency, stress and intonation, accuracy, appropriateness, vocabulary,
creativity etc. Answer may vary from student to student. Encourage students to speak at
least 8 sentences on the chosen topic.

6.5. Reading and Writing Test

Shree Shyambal Secondary School

Sandakpur-2, Ilam
Class: Ten Full Marks: 75
Subject: English Reading and Writing Time: 2Hrs 15 minutes
Written Test

Candidates are required to give their answers in their own words as far as practicable.
Figures in the margin indicate full marks.
1. Read the part of the poem given below and do the task. 5
The Chimney Sweeper
When my mother died I was very young,
And my father sold me while yet my tongue
Could scarcely cry ‘weep! weep! ‘weep! ‘weep!
So your chimneys I sweep and in soot I sleep.
There’s little Tom Dacre, who cried when his head,
That curled like a lamb’s back, was shaved: so I said,

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

“Hush, Tom! never mind it, for when your head’s bare,
You know that the soot cannot spoil your white hair.”
And so he was quiet, and that very night,
As Tom was a-sleeping he had such a sight!
That thousands of sweepers, Dick, Joe, Ned, and Jack,
Were all of them locked up in coffins of black;
And by came an angel who had a bright key,
And he opened the coffins and set them all free;
Then down a green plain, leaping, laughing they run,
And wash in a river and shine in the sun.
William Blake
A. Answer these questions. 5×1=5
a. Who is the speaker in the poem?
b. Why did Tom Dacre cry?
c. What is Tom’s hair compared with?
d. What dream did Tom have that night?
e. Who is the author of this poem?
2. Read the following text and do the tasks that follow. 10
Jitiya is an important festival of Nepali married women of Mithilanchal and
Tharu women of all castes. This festival is named after Masabashi's son
Jimutavahana, a blessing son of the Sun. Masabashi was an unmarried princess who
spent her life as hermit living in a hermitage.
Jitiya falls in the month of Ashwin (September–October). It is celebrated for
three days on Saptami (the seventh day), Astami (the eighth day) and Navami (the
ninth day). The fasting day, Astami, is called Jitiya. The married women take brata
(fast) for the good fortune of their children, husband and family. In this festival,
brothers invite their married sisters to their homes, and the married women go to
their maiti (maternal home).
On the first day of Jitiya, women take a bath in a river or a pond early in the
morning and formally start their brata. Before taking a bath, they put khari (oil-seed-
cake), special soil, on a leaf of sponge gourd and worship Jimutavahana, and let it
flow on the river. They take the remaining oil back home and massage their children
with it. This khari is effused for legendary figures Chilo (eagle) and Shero (fox)
wishing them to take brata (fasting) of Jitiya. The married women remember their
female ancestors too. On this day, women scrub their house with cow’s dung to
make their house sacred. At mid night, they prepare ongthan or datkhat (special
food), and eat it before the cockcrow. They also eat fish and millet bread. They have
curd, beaten rice and fruits as dar. Before eating datkhat, they offer some food to
the legendary figures Chilo and Shero.
The second day of Jitiya is called Upas. On this day, the married women fast
the whole day. They go to the river, pond and well and make an idol of Jimutavahana
made of kush (the holy grass), and worship the idol. The devotees get together and
the ones who know about Jimutavahana, narrate his story. They neither drink a drop
of water nor do they have some fruits during Astami. During fasting hours, they sing

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

and dance too. Their song is called Darkatoni. Everyone, married or unmarried, can
participate in singing and dancing.
The third or last day of Jitiya is called Parwan. The women wake up early in
the morning and go to the river to take a bath. Then they return home and perform
puja. After puja, they offer some fruits, milk and curd to Jimutavahana, a legendary
deity, before they eat. Then only they take food and drink water. Afterwards the
women complete their brata then they sing and dance the whole day.
A. Read the text above and decide whether the following statements are true or
false. 5 × 1 = 5
a. All women and unmarried girls celebrate Jitiya festival.
b. It is celebrated all over Nepal.
c. Married women never go to Maiti to celebrate Jitiya festival.
d. It is celebrated for three days.
e. Jimutavahana is a legendary deity.
B. Read the text again and answer these questions. 5×1=5
a. Why is Jitiya festival celebrated?
b. What do the women do on the first day?
c. How long is the festival celebrated?
d. What is their song called?
e. What do they offer to Jimutavahana on the third day after puja?
3. Read the following text and do the activities given below. 10

VACANCY ANNOUNCEMENT
A well-established English medium school is seeking dynamic, energetic, and well
qualified candidates for the following posts:
1. Academic In charge: Full Time – 1
M.A. or M. Ed
At least five years’ experience
2. Secondary level Maths teacher: Full Time – 1
B.S.C. or equivalent
At least five years’ experience
3. Public Relation Officer: Part Time – 1
B.B.S.
At least two years’ experience
Remuneration: Negotiable
Fluency in English speaking is a must. Eligible, enthusiastic and passionate Nepali
individuals are requested to send their scanned hand written application. A copy of
academic qualification, CV and supporting documents, and a recent pp size photograph
must be sent by 20th March 2015 to the following address:

Manakamana Secondary School

Birtamode – 1, Jhapa
manakamanabirtamode@gmail.com
Telephone enquiry will not be entertained. Only short-listed applicants will be called
for an interview.
A. Match the words in column ‘A’ with their meaning in column ‘B’. 5
Column ‘A’ Column ‘B’

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

i. Dynamic keen to learn something

ii. Negotiable available job
iii. Remuneration salary
iv. Enthusiastic active, lively
v. Vacancy open to discussion
B. Answer these questions. 5
i. What are the individual qualities candidates should have?
ii. What is the academic qualification for the public relation officer?
iii. What should the applicant send along with application?
iv. What is the deadline for the application?
v. Who will be called for the interview?
4. Read the following text and do the activities given. 15

One cold afternoon, the postman was slowly pushing his bicycle up the hill that led
out of the village. He was walking very carefully because there was a lot of ice on the
ground. He had only one letter to deliver. This was for an old lady who lived at the
top of the hill. Everyone called her “grandmother”. She had lived alone ever since
her daughter had migrated to Australia many years before. She always used to invite
the postman for a cup of tea whenever he took a letter and told him about her two
grand children in Australia, whom she had never seen. Of course, she had lots of
photographs of them, which she used to show him.
Just as the postman approached her gate, a small boy came running down the hill.
Suddenly the boy slipped on the icy road and fell. The postman let his bicycle fall and
hurried across the road to help the boy. After a quick thorough examination, he
found that the boy had hurt his leg so badly. In fact, he thought that the boy’s leg
might be broken. He knew that the “grandmother” didn’t have the telephone, so he
stopped a passing motorist and asked him to take the boy to Dr. Stone, who lived in
the village. Dr. Stone had just returned from a voyage round the world, but he
looked after the boy until they could get an ambulance to take him to hospital.

A. Fill in the blanks with appropriate words/phrases from the passage. 5×1=5
a. The postman was walking very carefully because there was ………………on the
ground.
b. Grandmother had two grand children in ………
c. She had lots of ………….of her grand children.
d. A small boy came …………..the hill.
e. The postman found that the boy had hurt his leg after a …………………
B. Answer the following questions. 5×1=5
a. What did the postman have to deliver?
b. Where did the grandmother live?
c. What did the postman do when the boy fell?

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

d. Why did the postman stop a passing motorist?

e. Who had been on a voyage round the world?
C. Read the text again and put the following sentence in the correct order. 5 × 1 =5
a. The boy slipped and fell.
b. The postman stopped the motorist and took the boy to Dr. Stone.
c. The boy was taken to hospital in an ambulance.
d. A small boy came running down the hill.
e. The postman hurried to help the boy.

5. One of your classmates has won “The Best Player Award” in the Local level sports
competition organized by your school. Write a message of congratulation to be
published in a local newspaper on behalf of your school using the following clues.
5
Rina Rai……. “The Best Player Award” ……….. the result of her hard work ………all really proud of
her……..wish for further success.

6. Construct a readable story with the help of outlines given in the box below. Also
give a suitable title and moral. 5

A poor village boy walking door to door for job……….finds a wallet containing a large amount of
money…….an identity card of the owner in the wallet…..the boy returns the wallet to the owner…
the owner pleased…..praised his honesty…….gives him a job

7. Compose a dialogue between two friends who are talking about their plans after
SEE examination in about six exchanges. 6
8. Write an essay on “Covid-19 and its Impact on Students”. 8
9. Rewrite the following sentences as indicated in brackets: 6 ×1=6
a. Come back early in the morning, ……………….. ? (Supply the correct tag)
b. He studies hard. (Into negative)
c. She has been studying English for 10 years. (Into 'How long' question)
d. Listen! Someone ...................... (cry). (Put the verb in the bracket in correct tense)
e. Kalpana said to him, "I never drink tea." (Into indirect speech)
f. No one could solve the problem. (Into passive voice)

10. Choose and copy the best answers. (Rewriting is not compulsory). 10 × 0.5 = 5

There lived(a).........(an, a, the) university student near my house. He used to go to university

(b)...........(on, in with) foot. One day I met him when he(c)....................(was going, went, had
gone) to the market. He was in a hurry. I stopped and asked him, “Why(d)....................(you
are running, he was running, are you running)?” He replied, “The bus is about to leave,(e)
………..……..(doesn't it, isn't it, aren't it)?” In fact the bus had already started(f).................
(because, but, as) some people were left behind. Neither the boy nor his friends(g)............
(was, had, were) able to catch the bus. Everyone(h)……..........(were stranded, was stranded,

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 Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

are stranded) on the road. If they were in time, they(i)....................(would catch, will have
caught, will catch) the bus without any problem. In this way, the situation made
them(j).....................(to regret, regret, regretted) themselves.

6.6. Marking Scheme for Written Test

Marking Scheme
(Reading and Writing)
Subject: English Maximum Marks: 75
Time: 2Hrs 15 minutes Written Test Grade: X

Q. No. Answer Marks

A. This question carries 5 marks. Award 1 mark for each correct 1×5=5
answer.
a. A chimney sweeper boy.
b. Because his hair was saved.
1 c. A lamb’s back/ curly back of a lamb.
d. He saw that thousands of sweepers were all locked in black
coffins.
e. William Blake

A. This question carries 5 marks. Award 1 mark for each correct 1×5=5
answer.
a. False
b. False
c. False
d. True
1×5=5
e. True
2
B. This question carries 5 marks. Award 1 mark for each correct
answer.
a. For the good fortune of their children, husband and family.
b. Take a bath in a river or pond early in the morning and formally
start their brata.
c. For three days.
d. Darkatoni.
e. they offer some fruits, milk and curd to Jimutavahana.

A. this question carries 5 marks. Award 1 mark for each correct 1×5=5
answer.

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

a. Dynamic active, lively

b. Negotiable open to discussion
c. Remuneration salary
d. Enthusiastic keen to learn something
e. Vacancy available job
1×5=5
B. This question carries 5 marks. Award 1 mark for each correct
3
answer.
a. Candidate should be dynamic, energetic, passionate, and well-
qualified.
b. B.B.S.
c. A copy of academic qualification, CV and supporting documents,
and a recent pp size photograph.
d. 20th March 2015
e. Only short-listed applicants will be called for an interview.

A. This question carries 5 marks. Award 1 mark for each correct 1×5=5
answer.
a. a lot of ice
b. Australia
c. photographs
d. running down
1×5=5
e. quick thorough examination
B. This question carries 5 marks. Award 1 mark for each correct
answer.
4 a. He had only one letter to deliver.
b. At the top of the hill.
c. The postman let his bicycle fall and hurried across the road to
help the boy. 1×5=5
d. To take the boy to Dr. Stone.
e. Dr. Stone.
C. This question carries 5 marks. Award 1 mark for each correct
answer.
a. Sentence d.
b. Sentence a.
c. Sentence e.
d. Sentence b.
e. Sentence c.

This question carries 5 marks. Award marks considering the following

5 aspects.

 Content/subject matter

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

 Organization/coherence/cohesion 2.5
 Correctness of language 1
 Layout and format 1
0.5

This question carries 5 marks. Award marks considering the following

aspects.

6  Relevance of the content 2

 Coherence 1
 Language and style 1
 Grammar accuracy 1

This question carries 6 marks. Award marks considering the following

aspects.

7  Each correct exchange 0.5×6=3

 Coherence/sequence 2
 Correctness of language 1

This question carries 8 marks. Award marks as per the following criteria.

 Organization 1
8  Relevance of the content 2
 Appropriateness of language 2
 Creativity and originality 2
 Grammatical accuracy 1

This question carries 6 marks. Award 1 mark for each correct answer.
1×6=6
a. will you?
9 b. She doesn’t study hard.
c. How long has she been studying English?
d. is crying.
e. Kalpana told him she never drank tea.
f. The problem couldn’t be solved.

This question carries 5 marks. Award 0.5 marks for each correct answer. 0.5×10=5

a. a
b. on
10 c. was going
d. are you running
e. isn’t it

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

f. but
g. were
h. was stranded
i. would catch
j. regret

7. Students Achievement Report

After conducting the test, I evaluated the students thoroughly. Out of 16 students in grade
ten, the grades secured by them is presented in the table below.

Grade Listening and Speaking Reading and Writing

A+ 1 -

A 3 1

B+ 6 4

B 4 4

C+ 1 3

C 1 2

D+ - 1

D - 1

E - -

8. Utilization of Assessment Report

The assessment report can be used as a tool to improve the students learning
outcomes. It is a mirror to reflect various aspects of the ongoing teaching
learning process. Here are a few points on how the report can be used
including how I used it in my own classroom teaching.

8.1.1. Sharing Feedback:

One of the most important use of the assessment report is feedback. The
report can be used to monitor students learning and provide them as well as

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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

their parents, feedback. We have to collect their feedback too, and later we
can use it to improve teaching learning activities.

After checking their answers, I also spent a period in giving and collecting their
feedback. I appreciated their strong points as well as showed them the area of
learning where they have got to improve. I suggested them to practice
grammar more and pay a bit more attention to writing compositions. When
the students got their answer sheets, they shared and compared their answers
to each other. Then, they provided feedback to each other and to me, too.
Students felt the test very useful as it provided them a chance to practise on
the model set which can help them to perform better in the upcoming SEE
exam.

8.1.2. Motivate Students for Further Learning

The assessment report can best be used to motivate the students for further
learning process. In my class, I appreciated the students efforts and their
positive points and encouraged them by telling that they can do still better
with a small extra effort.

8.1.3. Find out Students’ Strengths and Weaknesses

The report can also be used to find out the skill wise strengths and weaknesses
of the students. I told my students that they were comparatively satisfactory at
reading than writing. Within writing also they were at better position in guided
writing than the composition writing. This helped students to set up a priority
plan for further practice.

8.1.4. Prepare Strategy for Further Teaching and Learning

Knowing their strengths and weaknesses help both the teacher and the
students to step up forward in preparing the strategy for further teaching and
learning.

9. Conclusion
Assessment is vital to make learning effective and fruitful. It reflects clearly
whether we have achieved all the curricular goals or not. It can be formative as
well as summative. But the ultimate goal is to improve the overall teaching
learning activities. The particular test I conducted was really fruitful for the
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Project Work – 2 (Assessment and Learning) TPD Training, Secondary Level English, First Phase

students of class ten who are preparing for the SEE exam. Students knew their
weaknesses and now they can plan further to improve during one month of
time before they finally write their SEE. I have also realized the significance of
such tests for the students as well as for myself in my professional
development.

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