Summative Assessment for the 1st Quarter
Subject: English Language
Grade: 9
Duration: 50 minutes
Total marks: 10
Learning Objectives:
- 11.4.6.1 - Recognise the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics.
- 11.3.2.1 - Ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics.
Task 1. Listening and Speaking (5 marks)
Objective: 11.3.2.1 - Ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics.
Skill level: Application (Higher Order Thinking Skills)
Instructions: Listen to the audio text twice. You will have 1 minute to read the questions before the first listening. After listening, you will have 5 minutes to prepare your answer and 2 minutes to speak. You may take notes while listening.
Audio script for the teacher (to be read aloud):
Many people believe that intelligence is a fixed trait, something you are born with that stays the same throughout your life. This is called a "fixed mindset." However, psychologist Carol Dweck has shown that our brains are much more adaptable. She describes a "growth mindset" where people believe that their intelligence can be developed through hard work, learning, and persistence. When someone with a growth mindset fails, they don't see it as a final judgment on their ability. Instead, they see it as a valuable learning experience, a clue that tells them what to try next. This simple shift in belief can have a powerful effect on motivation, resilience, and ultimately, success.
Speaking Task:
- Ask a question: Based on the text, create one open-ended question about the potential drawbacks or limitations of a "growth mindset." For example, is it possible to be too persistent? (2 marks)
- Respond to the teacher's question: The teacher will ask you one of the following questions. Provide a detailed and reasoned response. (3 marks)
Teacher's possible questions (choose one for each student):
- "If someone has a 'fixed mindset,' how might it affect their approach to learning a difficult subject like mathematics?"
- "How can society or the education system help people develop a 'growth mindset' from a young age?"
- "Do you think the concept of a 'growth mindset' is more important for academic success or for personal happiness? Explain your opinion."
Marking criteria for Task 1:
| Criteria | Mark | Descriptor |
|---|---|---|
| Question Creation (2 marks) | 2 | Creates a grammatically correct, open-ended question that is directly related to the topic and demonstrates critical thinking (e.g., questioning the limits of the concept). |
| 1 | Creates a simple or closed question that is related to the topic but does not demonstrate higher-order thinking. | |
| 0 | Does not ask a question or asks an irrelevant question. | |
| Response to Teacher's Question (3 marks) | 3 | Provides a well-developed, coherent response with appropriate syntax and topic-specific vocabulary. The answer shows clear reasoning and personal insight. |
| 2 | Provides a developed response but with minor errors in grammar or vocabulary that do not impede understanding. The reasoning is present but could be more detailed. | |
| 1 | Provides a basic or short response with limited vocabulary and noticeable grammatical errors. | |
| 0 | Does not respond or gives an incomprehensible answer. |