About Real Life Test Masters.pdf

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introduction
Testing in Real Life
The tests in Real Life have three main objectives:
• to give students a clear indication of their progress
and a sense of achievement;
• to provide teachers with information about their
students’ progress which in turn will help them
make their teaching more eff ective;
• to prepare students for exams (in terms of language
skills and test tasks).
Real Life off ers a systematic approach to testing and
evaluation:
• revision in the Students’ Book (active study sections)
• Exam Trainer in the Workbook
• Self-assessment Tests and Exam Tests in the
Workbook.
There are six Self-assessment Tests in the Workbook
(one every two units). All these tests include a
vocabulary and grammar component and a skills
component (listening, reading and communication).
The Self-assessment Tests prepare students for the
Language and Skills Tests in the Test Book.
test students’ knowledge of the speaking functions
introduced in the Students’ Book. We suggest students
complete the task together with the teacher. For
each roleplay, there is a list of prompts to help the
conversation. It would be a good idea for the teacher
to start each task. Students can do the task with a
partner but as the second role is more diffi cult, the
student should not be evaluated using the same
assessment scales.
We suggest the following assessment criteria for the
roleplays:
Assessment of the roleplays (10 marks)
– complete and clear communication of
information suggested in the bullet points
– varied grammatical and lexical structures (with
minor but not frequent mistakes which do not
aff ect communication)
– fl uent speech (with minor disturbances in
the fl ow of speech) and correct and clear
pronunciation (with minor mistakes)
8–10
marks
(very
good)
– mostly/partly clear communication of
information suggested in the bullet points
– suffi cient grammatical and lexical structures
(with minor, frequent mistakes, OR major but
not frequent mistakes, which do not aff ect
communication)
– partly fl uent speech (with minor and frequent
disturbances in the fl ow of speech) and
comprehensible pronunciation (with minor
frequent mistakes)
Test Book
The Test Book includes a variety of tests that can be
used at diff erent stages of the course.
5–7
marks
(pass)
Short Tests
There are 12 Short Tests, one for each unit. These are
progress tests which revise and test the language
material (grammar and vocabulary). The grammar tasks
focus on the grammar points from the Grammar2know
sections and the lexical tasks revise vocabulary from the
Words2know sections in each unit.
The Short tests have a version A and B (both similar
level of diffi culty). Each test can be administered to
two groups of students at the same time or one of the
versions can be used at a later date, either for students
who have missed the test or to check progress.
– partial or unclear communication of
information suggested in the bullet points
– basic (or non-existent) grammatical and lexical
structures (with major or frequent mistakes
which often disturb communication)
– little or no fl uency in speech (with major or
frequent disturbances in the fl ow of speech)
and/or incomprehensible pronunciation (with
major or frequent mistakes – often changing
the meaning of the words)
1–4
marks
(fail)
Photo Description Tasks
There are four Photo Description Tasks. We suggest
students complete these tasks with the teacher. For
each task, there is a list of additional questions based
on the photo.
Language and Skills Tests
There are six Language and skills tests, which test
language and skills after every two units. As well as
grammar and vocabulary tasks, they include listening,
reading and communication tasks. The task types
in these tests refl ect the examination tasks used for
testing the above skills. The Language and skills tests
have version A and B with a similar level of diffi culty.
They can be administered during one 45-minute
lesson or divided into two shorter parts (Language,
then Skills) and administered over two lessons. In the
Skills part, students in groups A and B listen to the
same recording and read the same text but answer
diff erent questions. The listening part should be
administered fi rst.
We suggest the following assessment criteria for the
photo description tasks:
Assessment of the photo description tasks (10 marks )
– completely and clearly described photos with
complete answers to all the questions asked by
the teacher
– varied grammatical and lexical structures (with
minor but not frequent mistakes which do not
disturb communication)
– fl uent speech (with minor disturbances in the
fl ow of speech) and correct pronunciation (with
minor mistakes)
8–10
marks
(very
good)
Roleplays
There are 12 roleplays in total – one for every unit
in the Student’s Book. The roleplays are designed to
4
4
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Midyear Test
This covers the material from the fi rst six units of
the book. It is similar in structure to the Language
and skills tests but longer (with a total of 60 marks
compared to 50 marks). The Midyear Test is off ered in
only one version.
– mostly/partly clearly described photos and
partial answers to most of the questions asked
by the examiner
– suffi cient grammatical and lexical structures
(with minor, frequent mistakes, OR major but
not frequent mistakes, which do not disturb
communication)
– partly fl uent speech (with minor and frequent
disturbances in the fl ow of speech) and
comprehensible pronunciation (with minor and
frequent mistakes)
5–7
marks
(pass)
End of year Test
This covers material from all 12 units of the Students’
Book. It is similar in structure to the Midyear test and is
also off ered in only one version.
– unclear or non-existent photo description and
partial or non-existent answers to all/majority of
the questions asked by the teacher
– basic (or non-existent) grammatical and lexical
structures (with major or frequent mistakes
which often disturb communication)
– little or no fl uency in speech (with major or
frequent disturbances in the fl ow of speech)
and/or incomprehensible pronunciation (with
major or frequent mistakes – often changing the
meaning of the words)
Placement Tests
There is one Placement test included in this Test
Book: Elementary ↔ Pre-intermediate . This test should
be administered at the beginning of the school year
to make sure the appropriate level of the Students’
Book is selected. The Real Life Placement tests are
designed to help the teacher to place students at the
right level of the Real Life series. If students get less
than sixty percent of the answers right, they should
use the lower level (for example: the Elementary
level in the case of the Elementary ↔ Pre-intermediate
Placement Test). If they score more than seventy
percent, we advise you to use the higher level (for
example: the Pre-intermediate level in the case of the
Elementary ↔ Pre-Intermediate Placement Test). Sixty
to seventy percent of the right answers means your
students are in the middle of the two levels and your
decision where to place these students should depend
on the level of the majority of students in the class.
1–4
marks
(fail)
Writing Tasks
There are six Writing Tasks in total – one for every unit
in the Students’ Book. Students can be asked to do
the writing task at home or you can ask them to do it
in class. Doing it in class means you can time students,
which is important when preparing for exams. You can
also monitor how students prepare for the task.
We suggest the following assessment criteria for the
writing tasks:
Assessm ent of the writing tasks (10 marks)
– complete and clear communication of
information suggested in the bullet points
– varied grammatical and lexical structures (with
minor but not frequent mistakes which do not
aff ect comprehension)
– fl uent and cohesive text (with minor mistakes in
punctuation, spelling and capitalisation)
Pass marks
Pass marks may vary between diff erent institutions
and on diff erent types of tests/examinations. For the
assessment in the Real Life coursebook, a guideline
is that the pass mark for any test is fi fty percent. The
assessment tables for roleplays, photo description
tasks and writing tasks indicate which marks merit
a ‘fail’, ‘pass’ or ‘very good’ assessment of a student’s
abilities.
The majority of tests in Real Life are typical progress
achievement tests, covering a relatively narrow
range of lexical, grammatical and functional material.
Therefore, a suggested pass mark might appear
higher than on some offi cial examinations, which test
general language profi ciency rather than the linguistic
material covered during several weeks of teaching.
8–10
marks
(very
good)
– mostly/partly clear communication of
information suggested in the bullet points
– suffi cient grammatical and lexical structures
(with minor, frequent mistakes, OR major but
not frequent mistakes, which do not aff ect
comprehension)
– partly fl uent and cohesive text (with minor,
frequent mistakes, OR major but not frequent
mistakes in punctuation, spelling and
capitalisation of particular words and phrases)
5–7
marks
(pass)
– partial or unclear communication of information
suggested in the bullet points
– basic (or non-existent) grammatical and lexical
structures (with major or frequent mistakes
which often disturb comprehension)
– little or no fl uency and cohesion in text (with
major or frequent mistakes in punctuation,
spelling and capitalisation of particular words
and phrases – often changing the meaning of
words)
In everyday classroom assessment, the teacher
can adjust the pass mark, lowering or raising it
appropriately, depending on their school policy,
students’ entry level, the level of a particular group or
for motivational and other reasons.
1–4
marks
(fail)
5
 
 
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