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Creating Tests Y1-3

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6 views

Creating Tests Y1-3

Uploaded by

Ruth Kayat
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Assumption College Rayong

Creating Science Tests from Years 1-3 High School


How to Create Science Tests from Years 1-3

Introduction:
This test is designed for CLIL Science in an EMI (English Medium Instruction) setting. It evaluates
both students' understanding of scientific concepts and their ability to use English in academic
contexts. The test covers knowledge, application, critical thinking, and language skills through
different sections.

1. Year 1 (Basic Level):


 Focus: Basic facts in biology, chemistry, and physics.
 Format:
o MCQs: 10 questions (e.g., “What is the boiling point of water?”
o Short Answers: 3-5 questions (e.g., “Label parts of a plant cell”)
o Simple Data Interpretation: 1-2 questions (e.g., “Read a bar graph”)
o True/False: 5 questions (quick fact checks)

2. Year 2 (Intermediate Level)


 Focus: Deeper concepts, real-world applications, and basic problem-solving.
 Test Format:
o MCQs: 10-15 questions (e.g., “What is the function of mitochondria?”)
o Short Answers: 5-6 questions (e.g., “Explain the water cycle”)
o Data Interpretation: 2-3 questions (analyze temperature data)
o Matching Terms: 5-6 questions (e.g., “Match forces with definitions”)

3. Year 3 (Advanced Level):


 Focus: Advanced concepts, critical thinking, experiments.
 Test Format:
o MCQs: 15-20 questions (e.g., “What controls balance in the brain?”)
o Short Answers: 6-8 questions (e.g., “Explain photosynthesis”)
o Data Analysis: 3-4 questions (e.g., “Analyze experiment results”)
o Essay: 1 question (e.g., “Discuss deforestation impact”)

Test Progression from Year 1 to Year 3

 Year 1: Focuses on basic facts and simple concepts in science. Tests include multiple-choice,
short answers, and basic data interpretation.

 Year 2: Introduces more complex concepts and real-world applications. Tests include
problem-solving, deeper explanations, and data analysis.

 Year 3: Focuses on advanced concepts, critical thinking, and experiments. Tests include
higher-level data analysis, extended responses, and hypothesis evaluation.

The tests progress in difficulty, moving from recall to application and critical thinking across these
years.
How many questions to include in quizzes and unit tests for Years 1-3?
When creating quizzes and unit tests, the number of questions should reflect the grade level, the
difficulty of the material, and the length of time students are expected to work. Here’s a general
guide for how many questions to include in quizzes and unit tests for Grades 1 to 6:

Quizzes (Shorter assessments, around 20-25 minutes)

1. Year 1:
o 10 questions
o MCQs, Short Answers
o Focus on Basic facts and concepts
2. Year 2:
o 10-12 questions
o MCQs, Short Answers, Problem-solving
o Deeper concepts and application

3. Year 3:
o 12-15 questions
o MCQs, Short Answers, Problem-solving
o Advanced concepts and critical thinking.

Unit Tests (Longer assessments)

1. Year 1:
o 45-60 minutes
o 20-25 questions
o MCQs, Short Answers, Simple Data Interpretation
o Focus on Recall and basic application.

2. Year 2:
o 0-75 minutes
o 25-30 questions
o MCQs, Short Answers, Data Analysis
o Concept understanding and real-world application.

3. Year 3
o 75-90 minutes
o 15-20 questions*
o MCQs, Short Answers, Data Analysis, Extended Responses
o Critical thinking, experiments, and hypotheses.

General Guidelines:

 Quizzes: These should be quick and focus on testing key points from recent lessons. Keep the
questions short and simple, especially for lower grades.
 Unit Tests: These should cover all major concepts taught in a unit. They can include a broader
range of question types and more complex tasks, especially for higher grades.

Make sure the number of questions fits the students' age and language level, keeping in mind that
younger students need shorter assessments while older students can handle more questions and
higher difficulty levels.

Summary:

This CLIL-based test integrates science and English language proficiency within a structured EMI
framework. The test includes MCQs, short answers, data interpretation, and extended writing tasks,
ensuring a balance of assessing content knowledge and language usage. Unit tests and weekly
quizzes provide formative feedback and track student progress.

This structure is designed to reflect the dual focus of CLIL: mastering subject-specific content and
developing strong academic English skills, ensuring that learners can engage fully with science in an
EMI context.

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