What is the Arabic Benchmark Test? Arabic as a first language assessment based on the ministry framework. Arabic as a first language assessment - The

النسخ

1

2 What is the Benchmark Test? as a first language assessment based on the ministry framework. as a first language assessment - The critical thinking questions. as a first language assessment and marks. o Reading Comprehension Rubric. o Listening Rubric. o Writing Rubric. o Speaking Rubric. as an additional language assessment based on the ministry framework. A.B.T based on the Years of learning. as an additional language assessment questions marks. o Reading Comprehension Rubric. o Listening Rubric. o Writing Rubric. o Speaking Rubric. The references

3 What is the Benchmark Test? (1) No two students perform the same way in the language. And when a teacher has a class full of 20 students, they have to do their best to make sure all their students are learning the language that's being taught. Some students, of course, learn easier and faster than others. Teachers, therefore, need to be able to effectively differentiate their instruction so that all students have an opportunity to meet the same standards, including students with learning disabilities, as well as students who are gifted. If educators want to know whether or not their students are performing up to where they need be, then they need to use Benchmark Test to make that determination. Benchmark Test is the act of creating measurable standards set for learning on which students can be measured. Benchmark Test helps to keep students on track for success in the language, and can ultimately raise the standards for education in a classroom. We follow the framework standard of as first language and an Additional language in the UAE. The assessment is based on Bloom s taxonomy and includes testing for all ability levels. There are four assessments during the year: September round, December round, February round and May round. The Benchmark Test for Non-Arabs is based on the Years of learning.

4 as a first language assessment based on the ministry framework. as first language assessment based on as a first language framework (2) focusing on the 21st-century skills as below: 21st-century general skills and topics related with the A.B.T المهارات Skills - املعرفة املالية والاقتصادية والعامل التجارية املعرفة الصحية الوعي العاملي املعرفة البيئية املعرفة اجملمتعية الموضوعات Topics - معرفة كيفية اختيار القرارات االقتصادية الشخصية المناسبة. فهم دور االقتصاد يف المجتمع. الوع بالمهارات الريادية لتعزيز اإلنتاجية يف بيئة ي العمل وخياراتها المهنية. وتفسيها فهم المعلومات والخدمات الصحية ر واستخدام تلك المعلومات والخدمات بطرائق تعزز التدابي الوقائية الخاصة بالصحة البدنية. الصحة وفهم ر استخدام المعلومات المتوافرة للخروج بنقاشات مالئمة تتعلق بالصحة. فهم القضايا العالمية وتناولها التعاون والتفاعل مع أفراد يمثلون ثقافات وديانات وأنماط حياة متنوعة بروح الحوار المتبادل والمفتوح والمحىل. الشخص المستويي عىل ر ي ي فهم لغات األمم األخرى وثقافاتها. الت تؤثر بها مـعـرفـة الـبـيـئـة وفهم الظروف المحيطة ي والسيما : الهواء والمناخ واليابسة والغذاء والطاقة والماء واألنظمة البيئية. السكان الطبيع - النمو معرفة أثر المجتمع يف العالم ي ي السكان معدل استهالك الموارد إلخ. التطور ي تحليل قـضـايـا بيئية واستنتاج الحلول الفعالة. اتـخـاذ إج ـراء ات تجاه معالجة التحديات البيئية المشاركة يف إجـراءات عالمية تصميم حلول مستوحاة من إج ـراءات معينة تخص القضايا البيئية. المشاركة بفاعلية يف الحياة االجتماعية باإلطالع عىل العمليات الحكومية وفهمها. ممارسة حقوق المواطنة وواجباتها عىل المستوى والعالم. واإلقليم والدول المحىل ي ي ي ي إدراك التضمينات المحلية والدولية لقرارات المجتمع المحىل. ي

5 21st century skills related to the arts: visual, theatre, music, education and مهارات القرن الحادي والع ر شين المتعلقة بالفنون: البرصية المشح الموسيق - skills innovation التعليم ومهارات االبتكار. التفك ري الناقد وحل المشكالت - solving Critical thinking and problem التعليم واالبتكار - Innovation Education and اإلتصال والتعاون - cooperation Communication and المعرفة المعلوماتية - Knowledge Informatics المعرفة اإلعالمية - knowledge Media معرفة تكنولوجيا المعلومات واإلتصاالت knowledge ICT المرونة والتكيف - adaptation Flexibility and المبادرة والتوجية الذا ي ن - self-direction Initiative and المهارات اإلجتماعية والثقافية - skills Social and cultural اإلنتاجية والمساءلة - accountability Productivity and القيادة والمسؤولية - responsibility Leadership and

6 as a first language assessment - The critical thinking questions. A.B.T is looking forward to build critical thinkers students based on the Critical Thinking standards. المعيار - Standard ما رأيك ي ف ما قيل رد الفعل والتعاون نماذج لألسئلة example Questions هل تتفق أو تختلف مع ما قيل هل لديك أي إجابات أخرى مماثلة هل تعتقد أنه يوجد ي ف الفصل من يريد أن يضيف شيئا إل الحل كيف يمكنك إقناعنا بأن رأيك هو أفضل حل كيف يمكنك الجزم بأن هذا صحيح لماذا لم تفكر ي ف حل مختلف لهذه المشكلة لماذا هذا الجواب منط ي ق بالنسبة لك هل هناك أي طريقة لتب ري لنا ماذا تقصد بالضبط لماذا تعتقد أن األمور تس ريكما ي ه اآلن هل ي ه دائما كذلك كيف عرفت أن هذا صحيح كيف يمكن إثبات ذلك لماذا تفيض هذا كيف يمكن معارضة هذه الفكرة كيف يمكن تمي ري أوجه الشبه واالختالف كيف تصل إل إجابة بديلة ما ي ه الفرص الممكنة ولماذا ي ه كذلك توقع عدد النتائج المحتملة كيف يرتبط هذا بالحياة اليومية ما ي ه األفكار ر األكي معت ولماذا ما ي ه المشاكل ال ي ت تشعر بها مألوفة لماذا كيف يرتبط هذا باألحداث الحالية ما ي ه األمثلة ال ي ت تجعل هذه المشكلة قابلة للحل ما ي ه المشاكل األخرى المماثلة لهذا النمط هل تذكرك إحدى الشخصيات أو األحداث بنفسك كيف ولماذا كيف أثرت عليك أحداث القصة ا ر شح لنا لوكنت أنت هذه الشخصية كيف ستتغ ري القصة ماذا فاجأك ي ف الشخصيات أو األحداث ا ر شح لنا ي ف رأيك لماذا حدد المؤلف الشخصيات كما ي ه ي ف رأيك ماذا يريد الكاتب أن يب ري لنا ما موقف المؤلف من العالم كيف يمكن أن تتغ ري القصة بتغ ري وجهات النظر هل تعتقد أن هذه القصة يمكن أن تحدث فعال أم ال كيف يمكن أن نستفيد من هذه القصة ي ف حياتنا كيف تم حل الرص اع الرئي ي س ي ف القصة كيف كان من الممكن أن تح ل أنت ذلك كيف يمكنك تغي ري نهاية القصة ولماذا ما هو الغرض من هذه التجربة أو هذا الدليل هل يمكنك توضيح الغرض منه ما ي ه القضايا أو المشاكل ال ي ت تبدو لكم ما ي ه األدلة أو البيانات ال ي ت تجعله جديرا باالهتمام ما ي ه العوامل السلبية ال ي ت ينب ي ع أن تؤخذ بع ري االعتبار ما ي ه العوامل المساعدة عىل تنظيم هذه البيانات وهذه التجارب كيف يمكن ت ريير هذه المعلومات كيف يمكن التحقق أو اختبار تلك البيانات ما ي ه التفاصيل الممكن إضافتها لجعل هذه المعلومات ر أكي ا اكتما ل ما ي ه مجموعة البيانات أو المعلومات ر األكي مالءمة أو أهمية كيف يمكن أن تتفق أو ال تتفق مع ذلك كيف أرى هذه المعلومات بشكل موضو ي ع أو ذا ي ن هل يجب عىل أن أغ ري رأ ي ي ن التأمل الذا ي ن المنطق التحليل الربط األسئلة األدبية العلوم والمسائل االجتماعية

7 as a first language assessment and marks. There are four stages (Reading, Listening, Writing and Speaking) 1- Reading ( Two Reading comprehension ) The total Questions is 15 Questions. The Total Marks is 25 marks. ي ي ي ي Question Mark Reading Comprehension Marking Question 1 to 5 (Multi Questions ) 1 5 = 5 First النص المعلومان Automatic Marking Question 6 8 ( Critical Thinking Questions ) 3 3 = 9 First النص المعلومان Reading Rubric Question 9 to 13 (Multi Questions ) 1 5 = 5 Second النص األد رن Automatic Marking Question ( Critical Thinking Questions ) 3 2 = 6 Second النص األد رن Reading Rubric Total Listening ( Two Audio ) The total Questions is 15 Questions. The Total Marks is 25 marks. Question Mark Audio listening Marking Question 1 to 5 (Multi Questions ) 1 5 = 5 First Automatic Marking Question 6 8 ( Critical Thinking Questions ) 3 3 = 9 First Listening Rubric Question 9 to 13 (Multi Questions ) 1 5 = 5 Second Automatic Marking Question ( Critical Thinking Questions ) 3 2 = 6 Second Listening Rubric Total Writing The total Questions is 5 Questions. The student can answer the questions 1-4 in paper or online (Optionally) The question No 5 must be answered in the paper. The Total Marks is 25 marks. Question Mark Writing question Marking All 5 5 = Writing Rubric Total Speaking The total Questions is 5 Questions. The Total Marks is 25 marks. Question Mark Speaking question Marking All 5 5 = Speaking Rubric Total 25

8 The Marks according to the skills Below curriculum standards In line with curriculum standards Above curriculum standards Reading 0-15 Reading Listening 0-15 Listening Listening Writing 0-15 Writing Writing Speaking 0-15 Speaking Speaking Below curriculum standards In line with curriculum standards Reading Above curriculum standards (5)

9 ت قيمي الفهم القرايئ من الصف الول اىل الثاين عرش أعىل من التوقعات 3 يف مس توى التوقعات 2 دون التوقعات 1 أقل من التوقعات بكثري 0 امل هارة الفهم التفاصيل اس تخدام املعلومات الوضوح تقيمي الاس امتع - الصف الول امل هارة أقل من التوقعات بكثري 0 دون التوقعات 1 يف مس توى التوقعات 2 أعىل من التوقعات 3 الوعي الصويت اتباع التعلاميت التقاط الفاكر الرئيسة الرتكزي والتفاعل الزتام أ داب الاس امتع تقيمي الاس امتع - الصف الثاين اىل الثاين عرش امل هارة أقل من التوقعات بكثري 0 دون التوقعات 1 يف مس توى التوقعات 2 أعىل من التوقعات 3 التذكر والرتكزي ( التقاط الفاكر واملفردات واملرتادفات والضداد واملعاين والشخصيات( اصدار الحاكم والاستدالل والتنبؤ مبا هل صةل ابلنص املسموع

10 تقييم الكتابة نماذج الموضوعات وصف األشخاص واألماكن واألشياء إصدار النصائح والتعليمات الشد والحياة اليومية المقارنات واالختالفات التعبي عن الرأي ر قصص وشخصيات من اإلمارات تاري ــخ اإلمارات ووصف اإلمارات قديما وحديثا

11 تقييم التحدث

12 as an additional language assessment based on the ministry framework. as and additional language assessment based on the years of learning according to as an additional language framework (3) This framework identifies three main fields for each level: general outcomes, language proficiency levels and performance indicators in each of the four language skills during the nine years of studying as an additional language. The most distinguishing element of this framework is that it details the progress in language proficiency according to three key parameters: functions (to ask, inquire, narrate or describe), context and content (personal, social or general issues), and type and level of text (word, phrase, sentence or paragraph). A.B.T based on the Years of learning. (4) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Assessment D First Year learning Assessment D First Year learning Assessment D First Year learning Assessment D First Year learning Assessment D First and Second Assessment D First and Second Assessment D First and Second Assessment D First and Second Assessment D First and Second Assessment C Second Year learning Assessment C Second Year learning Assessment C Second Year learning Assessment C Third Year learning Assessment C Third and Fourth Assessment C Third and Fourth Assessment C Third and Fourth Assessment C Third and Fourth Assessment B Third Year learning Assessment B Third Year learning Assessment B Fourth Year learning Assessment B Fifth Year learning Assessment B Fifth and Sixth Assessment B Fifth and Sixth Assessment B Fifth and Sixth Assessment A Fourth Year learning Assessment A Fifth Year learning Assessment A Sixth Year learning Assessment A Sevenths Year learning Assessment A Seventh and Eighth Assessment A Seventh and Eighth Assessment A+ Ninth Year learning

13 an additional language assessment questions and marks. There are four stages (Reading, Listening, Writing and Speaking) 5- Reading ( Two Reading comprehension ) The total Questions is 15 Questions. The Total Marks is 25 marks. Question Mark Reading Comprehension Marking Question 1 to 5 (Multi Questions ) 1 5 = 5 First Automatic Marking Question 6 8 ( Critical Thinking Questions ) 3 3 = 9 First Reading Rubric Question 9 to 13 (Multi Questions ) 1 5 = 5 Second Automatic Marking Question ( Critical Thinking Questions ) 3 2 = 6 Second Reading Rubric Total Listening ( Two Audio ) The total Questions is 15 Questions. The Total Marks is 25 marks. Question Mark Audio listening Marking Question 1 to 5 (Multi Questions ) 1 5 = 5 First Automatic Marking Question 6 8 ( Critical Thinking Questions ) 3 3 = 9 First Listening Rubric Question 9 to 13 (Multi Questions ) 1 5 = 5 Second Automatic Marking Question ( Critical Thinking Questions ) 3 2 = 6 Second Listening Rubric Total Writing The total Questions is 5 Questions. The student can answer the questions 1-4 in paper or online (Optionally) The question No 5 must be answered in the paper. The Total Marks is 25 marks. Question Mark Writing question Marking All 5 5 = Writing Rubric Total Speaking The total Questions is 5 Questions. The Total Marks is 25 marks. Question Mark Speaking question Marking All 5 5 = Speaking Rubric Total 25

14 o Reading Rubric Category/Standards 3 - Above 2 - inline 1 - Below 0 - significantly below Interpretation Answers are mostly Answers are often correct Answers are occasionally Answers do not reflect correct and demonstrate and demonstrate good correct and demonstrate accurate comprehension excellent comprehension. comprehension. Opinions an incomplete of the topic(s). Opinions Opinions are always fully are adequately justified. comprehension of the are unjustified. justified. topic. Opinions are sometimes justified. Detail Answers are mostly Answers are usually Answers contain some Answers lack the required complete, extensive, and complete and include details. detail or are incomplete. include many details. several details. Use of Information Answers mostly include Answers usually include Answers include Answers do not include supporting evidence from supporting evidence from occasional supporting supporting evidence from the text/lesson when the text/lesson when evidence from the text the text when necessary. necessary. Quotations or necessary. Quotations or when necessary. paraphrases are often included in answers. paraphrases are sometimes included. Clarity Answers are very easy to Answers are always easy Answers are sometimes Answers are difficult to understand. They are clear to understand. understandable, but need understand. and concise. to be more to the point. Mechanics Conventional spelling and Conventional spelling and Work contained several Work contains many grammar is mostly correct. grammar is usually spelling and grammar spelling and grammar correct. errors. errors.

15 o Listening Rubric. Category/Standards 3 - Above 2 - inline 1 - Below 0 - significantly below Understanding the content Understanding the critical thinking questions Understanding recorded instructions Understanding recorded questions Could understand the full content correctly without trouble. Could understand the questions correctly and provide creative responses. Made no mistakes in understanding the instructions. Made no mistakes in understanding the questions and could provide somewhat sufficient responses understanding some of the content and could barely follow without the help from others could provide somewhat clear responses Made only a few mistakes in understanding the instructions and could follow with no help from others Made only a few mistakes in understanding the questions and could provide somewhat appropriate responses understanding some of the content and could barely follow with the help from others could provide somewhat unclear responses Made significant mistakes in understanding instructions and could barely follow with help from others Understanding the recorded questions but unable to present the correct answer Could not understand the content at all Could not understand questions, and provided no responses. Could not understand and follow instructions at all Could not understand the questions, provided no responses at all

16 o Writing Rubric. Types of topics: Descriptions of people, places or things Giving instructions Narrative and Daily life. Compare/Contrast Expressing opinion Stories and UAE`s characters History and description of the UAE Category/Standards 5 - Above 3,4 - inline 2 - Below 1 - significantly below Introduction/ Opening paragraph Main Idea/Body Conclusion Sentence Structure Grammar/Spelling Punctuation/ Capitalization Audience Understanding Clearly shows what the essay is about and grabs the reader's attention. The essay contains strong support for the topic and uses evidence and/or examples. Effectively restates the introduction and gives the author's position on the topic. Uses complex sentence structures and correctly uses connecting words. Virtually no grammar and/or spelling errors. Virtually no punctuation and/or capitalization errors. Has a keen understanding of the audience and tailors the essay to the needs of the reader. Clearly shows what the essay is about and attempts to grab the reader's attention. The essay contains support for the topic Concludes the essay satisfactorily. Effectively restates the introduction. Uses complex sentence structures and uses connecting words with a few mistakes. Grammar and/or spelling is correct for the most part. Punctuation and/or capitalization is correct for the most part. Understands who the essay is intended for and uses grammar and vocabulary. Does not adequately state what the essay is about. The support for the topic is very weak or irrelevant. The conclusion is irrelevant to the introduction. Contains very simple sentence structure. Sentences are very short and choppy. Contains many errors in grammar and/or spelling. Contains many errors in punctuation and/or capitalization The intended audience is not thought about or ignored in most of the essay. Does not contain an introduction. The essay has no support for the topic. Does not contain a conclusion. Does not contain structure. Words are put together randomly. Egregious errors in grammar and/or spelling. Egregious errors in punctuation and/or capitalization. Does not understand the intended audience.

17 o Speaking Rubric. Category/Standards 5 - Above 3,4 - inline 2 - Below 1 - significantly below Vocabulary Uses appropriate expressions and a wide range of vocabulary learned in and out class. Uses varied vocabulary and expressions learned in class, and makes only a few errors in word choice. Uses only basic, simple vocabulary and expressions. Sometimes uses inadequate vocabulary, which hinders the student from responding properly. Uses only few words and expressions or inadequate vocabulary. Grammar Uses many different structures depending on contexts with only a few grammatical errors Uses a variety of sentence structures but makes some errors. Uses only basic structures and makes frequent errors. Can't use appropriate sentence structures. Can't put words in proper word order Pronunciation Pronunciation, rhythm and intonation are almost always clear and accurate. Pronunciation, rhythm and intonation are almost clear and accurate, but only occasionally difficult to understand. Frequent problems with pronunciation and intonation. Voice is too quiet to hear. Hard to understand. Can't understand what the student says. Overall Fluency Speaks smoothly with little hesitation and doesn't interrupt the flow of conversation. Speaks with confidence. Speaks with some hesitation, but it doesn't usually interrupt the flow of conversation. Speaks with much hesitation, which often interferes with communication. Speaks very little or doesn't speak at all. Interaction Gives clear ideas. Communicates effectively; almost always responds appropriately. Keeps the conversation going by asking follow-up questions? Focus on the conversation most of the time and communicate effectively; generally responds appropriately and tries to develop the interaction Misses questions from the teacher and Can t respond. Ideas and purpose is not clear; usually does not respond appropriately or clearly and as the result needs a lot of help to communicate. Can hardly communicate; always misses questions from the teacher and can't respond.

18 The references (1) A.B.T User Guide (2) Ministry of Education website um-docs.aspx (3) Ministry of Education website um-docs.aspx (4) A.B.T Scheme of work 2019 (5) School Inspection Framework All Copyrights Reserved A.B.T Tracker Education E: