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امجلهورية اجلزائرية ادلميقراطية الشعبية وزارة الرتبية الوطنية ادليوان الوطين لا

امجلهورية اجلزائرية ادلميقراطية الشعبية وزارة الرتبية الوطنية ادليوان الوطين لالمتحاانت واملسابقات 8102أ كتوبر2018 دليل بناء اختبار مادة اللغة ا إلنجليزية المتحان شهادة التعليم المتوسط– أكتوبر2018 صفحة1 من 8 B.E.M Guide For The English Language Examination دليل بناء اختبار مادة اللغة ا إلنجليزية المتحان شهادة التعليم المتوسط– أكتوبر2018 صفحة2 من 8 1. Rationale The conception of the new BEM guide is meant for the middle school teachers and examiners. It takes into consideration the exit profile of the middle school: at the end of MS4, the learner will be able to interact, interpret and produce oral and written messages / texts of average complexity, of narrative, prescriptive and argumentative types, using written, visual or oral supports, in meaningful situations of communication related to his environment and interests. The learner can: -understand the main points of a familiar text on personal and cross-curricular topics. -describe, in speech and writing, experiences and events giving some simple explanations for opinions or plans related to his/her background. -produce short simple connected speech on familiar topics or personal interest. This guide consists of five main sections:  Recommandations to Exam Designers,  Typology of the BEM Exam,  Tips for Designing the BEM Exam,  The evaluation grid of the situation of integration.  Type of activities.  Further reading. دليل بناء اختبار مادة اللغة ا إلنجليزية المتحان شهادة التعليم المتوسط– أكتوبر2018 صفحة3 من 8 2. Recommandations to Exam Designers The design of BEM English examinations is done by the National Examination Board .When developing tests/ examinations, designers need to consider the following questions: . Is the exam in accordance with the exit profile of middle school education? . Does it contain the three competencies (interact, interpret, produce)? . Does it contain the core values set out in the curriculum (national identity, national consciousness, citizenship, openness to the world)? . Does it reflect the cross-curricular competencies (intellectual, methodological, communicative, personal and social)? . Are the activities in accordance with the concept matrix of the curriculum in terms of global competencies, content, resources and descriptors? .Are the themes and the vocabulary of the official curriculum represented? . Do the assessment objectives match the learning objectives? . Do the reading comprehension activities measure the learner’s understanding of the text and/or his general knowledge? . Are these activities repetitive? Creative? .Do they require the learner to find answers in the text or to deduce them from the context? .Do the vocabulary- related activities appear in a meaningful context? .Do the grammar–related activities appear in a meaningful context? .Do the pronunciation activities appear in a meaningful context? .Do the activities allow for the use of critical thinking or are they merely referential? . Are the activities assessing the writing skill in accordance with the exit profile? Are they meaningful for the candidate? .Does the task correspond to his level of proficiency or is it beyond his cognitive abilities? . Are the tasks communication-oriented? .Do the BEM questions cover an important part of the curriculum? .Are the targeted competencies assessed objectively? .Do examiners use assessment criteria (relevance, coherence , correct use of language, and excellence) and indicators to measure students’ production? .Are they aware of the four levels of mastery of competencies (maximum, minimum, partial or lack of mastery) . Do they use criteria when they assess learners? Adapted from ‘Curriculum of English for Middle School Education’- May 2015 دليل بناء اختبار مادة اللغة ا إلنجليزية المتحان شهادة التعليم المتوسط– أكتوبر2018 صفحة4 من 8 3. Typology of The BEM Exam Parts Sections Activities Scoring scale  (14 pts) A/ Reading Comprehension  2 activities related to comprehension Act.1 03points Act.2 02points  1 activity related to Lexis 02 pts B/ Mastery of Language  1 activity related to mechanics or morphology. 02 pts  1 activity related to syntax 03 pts  1 activity related to pronunciation 02 pts  (06 pts) Situation of Integration The candidates are supposed to write a communicative passage. These types of tasks may help:  Letter-writing  E-mail  Dialogue  Report  Article  Social media  ……. (06 pts) 4. Tips For Designing The BEM Exam Part I: 1. -The text must be submitted for the first time. 2. The text can be authentic or adapted. 3. -The length of the text should be between 12 and 15 lines 4. -The topic of the text must be from the official curriculum (Exit Profile). 5. -The text should be related to the candidates’ age, interests and background. 6. -The source should be mentioned at the end of the text (the author, the publisher, the year of publication, page...) 7. The text should be mistake-free. 8. -The text should be free from stereotypes. 9. -An illustration or a picture can be added to the text. 10. -The text should be communicative. 11. -The text should convey National and Universal values. 12. -In both sections, the activities should be well balanced and graded (from easy to difficult) according to Bloom’s taxonomy. To consider :  The scoring scale should appear for each part, each section and each activity.  The letter size (police) should be12 New Romans (computer).  The text and the reading comprehension (section 01) activities should appear in the same page.  The instruction should be readable -written in bold type and underlined.  The exam paper should be aerated ( appropriate space and interline) دليل بناء اختبار مادة اللغة ا إلنجليزية المتحان شهادة التعليم المتوسط– أكتوبر2018 صفحة5 من 8 13.-In section A (Reading Comprehension), the activities should reflect the candidates understanding of the text (skim, scan and reading for detailed understanding). 14.-General truth questions should be avoided (“Does the sun rise from the East ?” / “ Does water boil at 100°” ? ). 15.-The questions should cover the whole text. 16.-The questions should be given in the order the answers appear in the text. 17.- In section B, (Mastery of language), the activities should be contextualized. 18 - Start with the situation of integration when devising a test. 19 – The situation of integration should be prepared first as mentioned above because the content of all the activities should help the candidates to reinvest them in the written expression 20.-The items of the different activities could be reinvested in the situation of integration. Part II: Situation of Integration 1. –The situation of integration should thematically be related to the topic of the text. 2. –The instruction of the situation of integration should include three sections: CONTEXT TASK SUPPORT 3. –The situation of integration should bear the following characteristics: It should be:  a problem solving situation.  communicative.  significant to the learners.  challenging and motivating.  complex (integration of different resources).  contextualized. 5. Situation of Integration Assessment Grid: I N D I CA TO R S C R I T E R I A GOOD FAIR POOR relevance (2pts) - all the ideas are related to the topic (1pt) - format :correct(1pt) (2pts) - some ideas are related to the topic (0.5pt) -format: partly correct(0.5pt) (1 pt) - very little reference to the topic -format: incorrect (0.5 pt) coherence (01.5 pts) -ideas are well organized -introduction / topic sentence -four or more supporting sentences -conclusion / closing sentence -all sentences are linked correctly (01.5 pt) -some ideas are organized -topic sentence / introduction -no closing sentence / no conclusion -two or three supporting sentences -some sentences are linked correctly (01pt) -ideas are not organized / difficult to follow -no topic sentence/no conclusion -sentences are not linked correctly (0.5pt) correct use of language (01.5pts) -correct use of tense -different grammatical items necessary to develop the topic -correct use of linking words - appropriate vocabulary (01.5pts) -only some verbs are correctly conjugated -use of some grammatical items -use of few linking words -inappropriate vocabulary (01pt) -incorrect use of tense -incorrect use of grammatical items -no linking words - very limited vocabulary (0,5pt) excellence ( 01 point) creativity and originality (bright ideas, varied vocabulary items, good paper presentation, legible hand writing ….. دليل بناء اختبار مادة اللغة ا إلنجليزية المتحان شهادة التعليم المتوسط– أكتوبر2018 صفحة6 من 8 6- Type of activities: Parts Tasks Instructions Part one: A- Reading comprehe nsion Comprehension Matching -Match each title/heading/idea with the corresponding paragraph. - Match the dates with the corresponding events. - Match the answers in column B with the corresponding questions in column A. Information Transfer -Complete the table /diagram/plan/chart/form… with information from the text. -Complete the table with the events that correspond to the dates. MCQ -Choose (a, b, c or d) to complete the following sentences. -Which sentence best summarizes the text (provide four sentences). -Choose the most appropriate title (provide four titles). -The text is about : a)……./ b)……../ c)……../ d)……… Auxiliary Questions. -Answer the following questions.(yes/no questions) Open Ended Questions -Answer the following questions (inference questions). Eg: What is ….? Listing -Find in the text four similarities/differences between (people, places, …) -Find in the text two similarities and two differences between……. True/False /Not mentioned -Read the following statements and write uploads/Ingenierie_Lourd/ bem-guide-2018.pdf