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For the Teacher

Summit 1 Assessment includes:


• An Achievement Test for each of the ten units in Summit 1
• A Review Test for Units 1–5
• A Review Test for Units 6–10
• A Final Exam
These tests are designed to give students who are using Summit 1 an opportunity to
demonstrate their mastery of what they have studied. All tests include a General Test, a
Writing Test, and a Speaking Test.
Also included are:
• An audioscript for the listening comprehension items
• Answer keys for all General Tests
ABOUT THE TESTS

UNIT GENERAL TESTS


The Unit General Tests offer the opportunity to evaluate student progress on a unit-by-unit
basis. Each General Test is designed to be given upon completion of the corresponding unit in
the Student’s Book. Each General Test contains 33 items and evaluates students’ progress in:
• Listening • Social language • Vocabulary
• Grammar • Reading
UNIT SPEAKING AND WRITING TESTS
There is one Unit Speaking Test and one Unit Writing Test provided for each of the 10 units in
the Student’s Book. These tests evaluate student progress in the speaking and writing skills
taught in the corresponding units. They are designed to be given separately, to afford the
students ample time to produce their spoken and written responses. Each Unit Test contains
two items.

UNITS 1–5 AND UNITS 6–10 REVIEW GENERAL TESTS


The Units 1–5 and Units 6–10 Review General Tests provide cumulative assessment at mid-
and end-of-term. They are designed to be given after Units 1–5 and Units 6–10 respectively.
Each Review Test contains 60 items that target the language taught throughout the previous
five units.

UNITS 1–5 AND UNITS 6–10 REVIEW SPEAKING AND WRITING TESTS
The Units 1–5 and the Units 6–10 Review Speaking and Writing Tests provide additional
cumulative assessment of the Speaking and Writing skills. Each test contains several topics
for students to choose from. The topics are designed to encourage students to use the
language taught in the corresponding five units. Each Review Test contains two items.

Summit 1, Third Edition For the Teacher


Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.
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FINAL EXAM GENERAL TEST


The Final Exam General Test is a cumulative test covering all 10 units. The Final Exam
contains 70 items that target the language of all previous units.

FINAL EXAM SPEAKING AND WRITING TESTS


The Final Exam Speaking and Writing Tests provide cumulative assessment of the speaking
and writing skills covered in all 10 units. Each Final Exam contains two items.

TIMING
Each Unit General Test is designed to take approximately 25 to 30 minutes to administer. The
Units 1–5 and Units 6–10 Review General Tests and the Final Exam General Test require
approximately 50 minutes. Teachers may allow more or less time for any given test, depending
on the needs of their students, without affecting the validity of the test. All Speaking and
Writing Tests are designed to be conducted at a separate time. Make sure students have
ample time to choose their topics and prepare before they speak or write.

SCORING THE TESTS


Number of Items Points per Item Total Points
Unit General Tests 33 3 99 (add 1 “free”
point to equal 100
points)
Unit Speaking Tests 2 20 40
Unit Writing Tests 2 20 40

Units 1–5 Review General Test 60 1 60


Units 1–5 Review Speaking Test 2 20 40
Units 1–5 Review Writing Test 2 20 40

Units 6–10 Review General Test 60 1 60


Units 6–10 Review Speaking Test 2 20 40
Units 6–10 Review Writing Test 2 20 40

Final Exam 70 1.4 98 (add 2 “free”


points to equal 100
points)

Summit 1, Third Edition For the Teacher


Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.
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SCORING RUBRICS FOR SPEAKING AND WRITING


In order to evaluate the Speaking and Writing items, use the following rubrics.

SUMMIT 1     SPEAKING RUBRIC     [Total 20 Points]


1 2 3 4
Appropriateness Can produce words, Can produce a range Can produce a good Can confidently pro-
phrases and struc- of vocabulary, struc- range of vocabu- duce a good range of
tures appropriate to tures and functions lary, collocations vocabulary, collo-
the topic or talk or appropriate to the and functions and cations and some
conversation but of- task. Manages the express ideas and complex functions.
ten needs assistance talk or interaction opinions relevant to Is able to express
or prompting. with a limited range the talk or conversa- ideas and opinions
of functional lan- tion. Able to para- relevant to the talk or
guage. phrase and avoid conversation without
repetition. Pauses to obviously searching
search for complex for words.
language.
Completeness Addresses only Addresses some Addresses most Addresses all as-
limited aspects of the aspects of the talk aspects of the talk pects of the talk or
given talk or does not or conversation. or conversation. adequately com-
adequately complete Interactions are Interactions are ade- pletes the conversa-
the conversation. incomplete. quately complete. tion, utilizing a broad
lexical repertoire,
including idiomatic
expressions.
Accuracy Can control most Can generally control Can communicate Can confidently com-
basic structures and most basic and some accurately with a municate with accu-
functions limited to complex structures good range of struc- racy on a wide range
the task but mistakes and functional tures and functional of topics. Makes oc-
occur when trying language. Makes language. May make casional errors when
to express more mistakes when using some mistakes when dealing with complex
complex ideas or more complex struc- talking about very abstract topics but
dealing with unfamil- tures or talking about unfamiliar or more these do not prevent
iar situations. unfamiliar or abstract abstract topics but understanding. Can
topics. Uses a range can self-correct or self-correct.
of structures appro- reformulate.
priate to the task.
(continued)

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1 2 3 4
Quality of Can participate in Can adequately Can comfortably take Can confidently
Interaction most of the task maintain and develop the lead in the task express ideas and
and exchanges the task interaction exchanges and is opinions with preci-
appropriate to it. Can and show coherence sensitive to turn-tak- sion and present and
sometimes initiate on extended contri- ing. Can expand co- respond to complex
interaction and butions including on herently and appro- lines of argument
offer some extended some abstract topics. priately on points and convincingly. Can
contributions. Can Can respond flexibly clearly express and help develop discus-
sometimes reformu- and reformulate re- invite points of view, sions by consistently
late responses and/ sponse if necessary. although not always following up on
or ask for clarification fluently on unfamiliar statements and in-
when necessary. topics. Can refor- ferences. Can select
mulate responses language appropriate
with ease and check to the context and
understanding. audience and para-
phrase where neces-
sary. Rarely needs to
ask for clarification.
Complexity Can connect simple Can communicate Can maintain and Can present clearly
clauses and sen- using longer stretch- develop extended focused information
tences although es of connected responses using and points of view
pausing and repair clauses and func- appropriate language using extended
can interrupt the flow tional language (e.g., to express evalua- stretches of lan-
of longer responses. cause and effect, tion, support ideas guage. Can talk
Can maintain a de- compare, contrast). and give relevant about a variety of
scription or narrative May need to pause examples. Can use topics and effec-
using linking words or repair when han- cohesive devices to tively connect ideas
and devices. Gener- dling more complex connect arguments and arguments with
ally intelligible and matters. Uses stress though this may complex language.
can use basic stress and intonation to break down at times Occasional hesitation
and intonation to support meaning. or need reformulat- when searching for
support meaning. ing. Uses stress and expressions. Uses
intonation effectively stress and intonation
to convey meaning to convey meaning
and hesitations are effectively.
only minor.

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SUMMIT 1    WRITING RUBRIC    [Total 20 Points]


0/1 2 3 4
Appropriateness Can write simple, Can write complete Can write Can confidently
isolated phrases but basic sentences straightforward write clear, detailed
and sentences, with and phrases on paragraphs and information on a
limited complexity familiar topics and simple, brief essays wide variety of
or depth. Can write personal information, on known topics and general and familiar
short messages with utilizing simple routine information. topics, using
some errors. Writing connectors. Can Can offer opinions, functional language
contains errors of produce familiar summarize, and to express opinions.
expression and forms of everyday report on familiar Can systematically
coherence. May be routine utilizing subjects with some develop and
difficult to read. simple structures. confidence. Can present a focused
Can describe narrate a story and description, narrative,
basic feelings and give basic details of or argument, with
reactions in simple, an event. supporting details
connected text. for or against a
Can write an
particular point of
adequate description
view with complex
or narrative as part
language. Can
of an article or
evaluate, synthesize,
review. Can express
and summarize
opinions in short
information from
simple essays on
other sources.
familiar topics. Can
Can produce
incorporate some
standard features of
relevant detail from
different text types
external sources.
appropriately.
Completeness Addresses only Addresses some Addresses most Addresses all
limited aspects of the aspects of the topic aspects of the topic, aspects of the topic
topic or prompt. or assignment. or assignment. or assignment.
Paragraphs include
Has limited control Has control of a set Can link a series
topic statements.
of basic structures, of basic structures, of shorter, discrete,
Essays include
phrases and isolated words and phrases simple elements
three paragraphs.
words. Can spell for everyday into a connected,
Sentence length
personal details but situations but makes linear sequence of
is appropriate to
otherwise may have basic mistakes when points. Can write
the task. Can use
frequent misspellings dealing with all but in appropriate
paraphrase to avoid
the most familiar paragraphs and
Does not adequately repetition. Has
forms of writing. generally maintain
complete the task. a good range of
logical ordering of
discourse devices
information across
but lexical gaps
the whole text.
can still cause
circumlocution.
(continued)

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0/1 2 3 4
Accuracy Has a limited range Generally uses an Communicates with Communicates with
of words, basic appropriate range good degree of accuracy on most
structures and of words, structures accuracy in familiar topics and in most
phrases related to and phrases for formats. Generally contexts.
personal details or familiar and everyday uses vocabulary
Uses a good range
very familiar routine forms of writing. appropriate to
of vocabulary,
topics. Vocabulary Can produce a basic the topic. Makes
collocations and
is limited to basic range of functional few mistakes in
functions and can
needs and may language in simple punctuation of less
express ideas and
be repetitive. May form. Vocabulary is familiar formats and
opinions on some
have limited control usually appropriate in spelling of less
abstract and cultural
of grammatical to topic. Makes familiar words.
topics.
structures. Makes some mistakes in
frequent mistakes in punctuation of less May make errors in
punctuation of less familiar formats and very unfamiliar or
familiar formats and in spelling of less abstract topics but
in spelling of less familiar words. these do not prevent
familiar words. understanding.
Makes very
few mistakes in
punctuation and
with only less
familiar formats and
in spelling of less
familiar words.
Clarity Can write a short, Can write short, Has a good Can write with
basic message but simple notes and understanding of clarity on most
may not always use messages relating to standard features of topics. Ideas are
appropriate openings matters in areas of texts when dealing well organized, and
and closings; may immediate need. Can with familiar topics presented in a clear
lack logical ordering. write a very simple or contexts for an and logical manner.
Can complete informal, personal article, review or Utilizes transitions
forms with basic email/letter with informal letter/email. appropriately. Details
personal details generally appropriate Ideas are presented and supporting
and write basic opening and closing. in generally material are used as
lists, with frequent Can connect organized and clear necessary to clarify
misspellings. simple clauses and manner. and illustrate ideas.
sentences. Has very
Can use cohesive
limited understanding
devices to connect
of features of text.
arguments across
paragraphs though
this may be awkward
in places.
(continued)

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0/1 2 3 4
Complexity Writing shows very Uses a somewhat Uses a range of Uses a good variety
limited variety of appropriate range words, structures and of vocabulary,
sentence structure. of words, structures simple collocations. sentence structures,
Short sentences are and phrases for Can use functional and functions, and
often disconnected, familiar and everyday language to deal can express ideas
but sometimes can forms of writing. with less familiar and opinions on
connect simple Can produce a basic but everyday topics some abstract and
clauses and range of simple, e.g. complaining, cultural topics.
sentences. Has very functional language. refusing, etc. but can
Can paraphrase to
limited range of only produce a very
avoid repetition. Has
words and phrases, limited range of more
a good range of
primarily related to complex language.
discourse devices
personal details.
but lexical gaps
can still cause
circumlocution.

Summit 1, Third Edition For the Teacher


Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.