INTRODUCTION 2ND EDITION C1

OVERVIEW OF THE ASSESSMENT PACKAGE

The Gold Experience Assessment Package provides a wide
range of tests which can be used at different points in the
Assessment for dyslexic
course. Each level has: students
• A and B Diagnostic Test One of the most effective ways of checking classroom work
• 9 x A and B Unit Tests and the teaching programme is through testing. Tests can
show which learning materials work best for individual
• 3 x A and B Review Tests students, so teachers need to be able to select the most
appropriate tests for their students. The two most important
• A and B End of Year Test
aspects of a test concern a) validity: whether or not the test
measures what it is supposed to measure and b) reliability:
Assessment of learning or whether it would produce similar results when used with a
similar group under the same conditions at a different time.
Assessment for learning? When we consider validity, it is evident that tests written to
Any test can be used either as assessment for learning or measure reading comprehension, vocabulary, grammar or
assessment of learning. Assessment of learning usually communication, will fail to obtain valid test results for dyslexic
takes place after the learning has happened and provides students. The type of reading difficulties dyslexic students
information about what the student is achieving. The student experience in processing print affects all language skills and
is usually given a mark or a grade. You can also use the tests consequently will not provide valid information about their
as assessment for learning by using the tests to provide actual knowledge or skills. The same problem affects the
information on how well students have understood new reliability of a test. Obviously, if the same written test is used
language or skills, and then providing them with specific with dyslexic students and non-dyslexic students from the
feedback and suggestions for improvement as part of the same class, the results will be significantly different for the
continual learning process. two groups.
A combination of both types of assessment can provide The Gold Experience Assessment Package offers alternative
powerful tools for helping your students’ progress. versions of tests for dyslexic learners. While the language
content and linguistic level of the material tested is the same
Teacher’s Resources site as in the main tests, a number of changes make it easier for
dyslexic students to process. For example, these tests have
In addition to the tests in this Teacher’s Resource Book, the
a larger point size with increased spacing between the lines,
tests are also provided on the Teacher’s Resources site in both
and tasks which require multi-tasking have been reduced in
PDF and Word format. We recommend using the PDF version,
complexity. See the introduction to the adapted tests for
as they are. However, if you do need to edit the tests, this
more detail.
should be possible on the Word version.
The audio files accompanying the listening exercises
in the Skills and End of Year tests can also be found on Exam preparation
the Teacher’s Resources site. As your students are going to be working towards a final high-
The access code for the Teacher’s Resources site is in the front stakes exam, the tests also provide regular opportunities for
of your Teacher’s Book. them to try exam-style tasks in a low-stakes test environment,
which should help them feel more confident going into the

Versions of tests final exam.

We would recommend using past papers or practice papers
Most tests have two versions: A and B. Versions A and B are in addition as you get close to the date of the exam. There
designed to be at exactly the same level of difficulty and is one full practice test in Unit 10 of the Workbook, and two
feature the same task types, however, the test items in each further complete practice exams are available in the Exam
are different. For listening tests, the tasks are different but Practice booklet.
the audio is the same in both A and B versions, making it easy
to administer.
You can use the A/B tests in two ways:
Expected outcomes
We would expect all students who have completed the
• give half of the class A versions and half of the class B
instructional material to score at least 50%, and the best
versions – this helps to deter cheating.
students to score 90-100% on any given test. We have
• give all students the A test and then use the B test either deliberately included more challenging questions in each test
for students who missed the test or as a re-test or remedial so as to help you identify students performing above the level.
work for students whose score shows they need a little more
work on the unit objectives.
On the Teacher’s Resources site, there is also a version of the
tests adapted for students with dyslexia. See the next section
for more information.

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INTRODUCTION 2ND EDITION C1

TEST FORMAT
The Unit, Review and End of Year tests have several parts to them. This helps makes them flexible, and allows you to assign only
the parts you want to or have time to administer and mark. In addition to the tests in this Teacher’s Resource Book, the tests are
also provided on the Teacher’s Resources site in both PDF and Word format. We recommend using the PDF version, as they are.
However, if you do need to edit the tests, this should be possible on the Word version.

Assessment type Quantity Total marks Timing

Diagnostic Test (A/B) 1 (at start of course) 50 45 mins

Unit Tests
Language: Grammar, Vocabulary and Use of 9 (after each main unit) 50 25–30 mins
English (A/B)
Skills: Listening and Reading (A/B) 9 (after each main unit) 50 20–30 mins

Review Tests
Grammar, Vocabulary and Use of English (A/B) 3 (after every three units) 50 30 mins
Writing 3 (after every three units) 25 30 mins
Speaking (A/B/Teacher) 3 (after every three units) 25 10–15 mins per pair

End of Year Test

Listening, Reading and Use of English (A/B) 1 (at end of course) 50 45 mins
Writing 1 (at end of course) 25 45 mins
Speaking (A/B/Teacher) 1 (at end of course) 25 10–15 mins per pair

For practice Cambridge exams, please see Unit 10 of the Workbook and the separate Exam Practice booklets.

Diagnostic Test Unit Tests

The main purpose of the Diagnostic Test is to help the you There are nine Unit Tests, which test the learning objectives
identify any general areas of strength or weakness across from each main unit (after Unit 10, students would take the
the class. This will help you tailor your lessons to your class End of Year test). These should be administered after each
and maximise your time with your students. The Diagnostic respective unit check.
Test will also help to place students at the right level of the Each Unit Test has two parts: Language (Grammar, Vocabulary
Gold Experience series. The test contains 50 multiple-choice and Use of English); and Skills (Listening and Reading). Both
questions and is designed to last for 45 minutes. parts have A and B versions. There is also a version of the
To help score and analyse the Diagnostic Test, groups of A tests for students with dyslexia.
questions are labelled by language topic in the answer key. You can assign both or neither of these, depending on the time
Mark your students’ test papers, and use the following guide to available. If you are including the listening test, it is best to run
help you decide what to do next: the listening audio first, and then students can do the other
• If students get fewer than 10 of the answers right, they may sections in their own time.
not have the basic language knowledge required for this The tests will take approximately:
level. Consider starting with the level below.
– Language: Grammar, Vocabulary and Use of English:
• If students get between 10–40 correct, assess their answers 25–30 minutes
to check where remediation or extra help is required. Focus
– Skills: Listening and Reading: 20–30 minutes
extra help on topics from questions 1–25.
The Unit Test as a whole is out of 100 marks. The parts of the
• If students score between 41–50, assess their scores and
test are split as follows:
consider an additional oral interview to decide whether
an extension programme e.g. a literature strand would be – Language: Grammar, Vocabulary and Use of English:
appropriate. 50 marks
– Skills: Listening and Reading: 50 marks

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INTRODUCTION 2ND EDITION C1

Review tests End of Year Test

There are three Review Tests (one every three units). These The End of Year Test provides a skills-based test covering
are cumulative achievement tests, and so test the learning learning objectives from the whole course.
objectives from all units so far in the course, but with a heavier The test has three parts: Listening, Reading and Use of English;
focus on the most recent units: Writing; Speaking. Grammar, Vocabulary and Use of English
• Review Test 1: Units 1–3 papers have A and B versions, as well as a version of the A
tests for students with dyslexia. There is only one version of
• Review Test 2: Units 4–6
the Writing task. Students do the Speaking tasks in pairs, and
• Review Test 3: Units 7–9 there are separate materials for students A and B, as well as a
version for the teacher with questions.
Depending on your school year, you may wish to do all of these
or just some of them. You can assign all or none of the parts of the test, depending
on the time available.
Each test has three parts: Grammar, Vocabulary and Use of
English; Writing; Speaking. Grammar, Vocabulary and Use of The tests will take approximately:
English papers have A and B versions, as well as a version of the – Listening, Reading and Use of English: 45 mins
A tests for students with dyslexia. There is only one version of
– Writing: 45 minutes
the Writing task. Students do the Speaking tasks in pairs, and
there are separate materials for students A and B, as well as a – Speaking: 10–15 minutes per pair of students
version for the teacher with questions.
The End of Year Test as a whole is out of 100 marks. The parts
As with the Unit Tests, you can assign all or none of the parts of the test are split as follows:
of the test, depending on the time available.
– Listening, Reading and Use of English: 50 marks
The tests will take approximately:
– Writing: 25 marks
– Grammar, Vocabulary and Use of English: 30 minutes
– Speaking: 25 marks
– Writing: 30 minutes
– Speaking: 10–15 minutes per pair of students
Marking the tests
The Review Tests as a whole are out of 100 marks. The parts of
The Language test answer keys include references to specific
the test are split as follows:
Student’s Book pages for revision.
– Grammar, Vocabulary and Use of English: 50 marks
Writing and Speaking tests have detailed mark schemes out
– Writing: 25 marks of 25 (see pages 174–175), similar to the Cambridge mark
schemes, to help you mark consistently, and to help you give
– Speaking: 25 marks students meaningful feedback. If you prefer to use the actual
mark scheme for the exam your students will ultimately take,
these are available online.
Whichever mark scheme you use, it can be very useful to go
through it with your students before they take the test so
they know what they are going to be marked against. You can
then refer back to these marking criteria and bands in your
feedback.

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