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State of IsraelMinistry of Education, Culture and Sport
English Inspectorate
December 2003
Dear Teachers,
I am happy to present you with the revised NBA Handbook. The purpose of this handbook is to provide you with information regarding: (1) the new tzvira model; (2) the changes in the Bagrut examinations as a result of the English Curriculum, and (3) the mock exams. The New Bagrut Assessment (NBA) is based on two considerations: the format of the Bagrut examinations (the tzvira model) and their content.
The format was developed in accordance with the policy of the Ministry of Education that encourages pupils to accumulate their Bagrut examination grades at a certain level and then continue to study and achieve a higher level. The tzvira model will enable pupils to progress according to their own individual abilities and pace of learning and thereby allow more pupils the opportunity to be eligible for a Bagrut certificate.
The content of the examinations has also changed to reflect the standards and the benchmarks of the English Curriculum (2001).
A great challenge faces the English teaching profession as we embark on our journey of implementing the NBA. We must re-examine not only our assessment procedures, but also our teaching practices. The changes that were made in the format of the Bagrut by the Advisory Committee and the English Inspectorate were done with the purpose of changing the emphasis of what was being taught in the English classroom, as reflected in the principles and standards defined in the English Curriculum. It is therefore important to remember that your teaching should reflect the underlying pedagogical considerations of the new format.
This year, the English Inspectorate will continue offering NBA in-service teacher training sessions countrywide, giving teachers the tools needed to teach according to the English Curriculum. These sessions will help you provide your pupils with the skills and knowledge they need in order to succeed in their Bagrut examinations. The English Inspectorate will help and support you during the transition period from the existing format to the tzvira model.
Wishing you and your pupils good luck on the Bagrut examinations,
Sincerely,
Dr. Judy SteinerChief Inspector for English Language Education
_____________________________________________________________________
Lev Ram Building Jerusalem 91911 Tel. 02-5603587/8 Fax 02-5603596
2
T he Rev i sed NB A Handbook
Table of Contents
Description of the Format of the Tzvira Model of the English Bagrut Examinations 1
Description of the Content of the Bagrut Examinations 3
Advantages of the Tzvira Model 9
Table of Specifications 10
Project Work 20
Performance Tasks 28
Literature and Extensive Reading Programs 31
Calculation of the School Grade 32
Rubrics for Assessing Oral Social Interaction and Project Presentation and Interaction
34
Rubrics for Assessing Written Presentation 38
FAQs 41
Appendix: Mock Examinations 48
Description of the Format of the Tzvira Model of the
English Bagrut Examinations
Introduction
The model consists of seven modules (A - G) and is divided into 1, 3, 4 and 5 point
levels as follows:
a. The one-point examination consists of module A only.
b. The three-point examination consists of modules A, B, and C.
Each module is worth a third of the pupil's grade for the three-point level.
c. The four-point examination consists of modules C, D, and E.
Each module is worth a third of the pupil's grade for the four-point level.
d. The five-point examination consists of modules E, F and G.
Each module is worth a third of the pupil's grade for the five-point level.
The following is a diagram of the structure of the tzvira model:
KEY: AIS = Access to information from spoken texts AIW = Access to information from written textsP = Presentation (The presentation task may or may not be connected to the reading passages.)
Written examination for 1 point = 100%Written examination for 3, 4, 5 points = 80%
Five points
Four points
Three points
One point
G F E D C B A
1/3 1/3 1/3 1/3 1/3 1/3 1/3
1 AIW 60 1 AIW* 60 1 AIW 70 1 AIW* 70 1 AIW 100 1 AIW* 70 2 AIS 40
1 P 40 1 P 40 1 AIS 30 1 P 30 1 P 30 2 AIW 60
1.25 hours 1.25 hours 1.25 hours 1.25 hours 1.25 hours 1.25 hours 1.25 hours
The school grade includes grade for project (or performance tasks) and extensive reading and literature programs ** .
Oral examination for 3, 4 and 5 points = 20%
Interview Project Presentation
* Different genre (not article or report)
** See guidelines regarding the calculation of the school grade on page 33.
2
Description of the Content of the Bagrut Examinations
In this section, changes regarding the content of the Bagrut examinations are
described. These changes include:
1. testing the benchmarks
2. breakdown of exams
3. level of difficulty of the exams
4. question types for access to information from spoken and written texts
5. point allocation
6. point deduction for grammar and spelling mistakes
7. letter formats
8. instructions and line numbers
9. terminology for questions for access to information from written texts
Each of these changes will now be related to specifically.
1. Testing the Benchmarks
Since some benchmarks are appropriate for teaching and not testing, not all
benchmarks are assessed on the written Bagrut examination. Of the testable
benchmarks, not all aspects of a given benchmark will necessarily be tested. All the
benchmarks, however, are included in other components that make up the pupils' final
grade.
2. Breakdown of the Exams
The following two tables give a breakdown of the exams according to the number of
tasks and the number of points for each domain.
Table of Tasks for Each Domain
Number of Points
Access to Information from
Written TextsPresentation
Access to Information from
Spoken Texts
1 2 ----- 2
3 4 1 2
4 3 1 1
5 3 2 13
Table of Approximate Points for Each Domain
Number of Points
Access to Information from
Written TextsPresentation
Access to Information from
Spoken Texts
1 60 ----- 40
3 80 10 10
4 80 10 10
5 65 25 10
3. Level of Difficulty of the Exams
Since each level exam has a common module, (module A for the one and the three
point exam; module C for the three and four point exam; and module E for the four
and the five-point exam), the lowest and highest modules balance out the overall level
of difficulty.
On the three-point exam, module A will be relatively easy and module C will
be relatively more difficult.
On the four-point exam, module C will be relatively easy and module E will
be relatively more difficult.
On the five-point exam, module E will be relatively easy and module G will be
relatively more difficult
4. Question Types for Access to Information from Spoken and Written Texts
The main question types for access to reading from written texts require three
different levels of comprehension: 1) identifying explicit information; (2) identifying
implicit information; and (3) interpretative comprehension. They cover the range of
word/phrase level, sentence level, one paragraph or more, and whole text level.
4
5
5. Point Allocation
In the past, same question types were given the same number of points,
regardless of what they were testing. Now, points per item are allocated
according to the level of reading comprehension involved and not the question
type. For example, a multiple-choice question may receive the same number of
points as an open-ended question, depending on the level of understanding that
it tests.
For the access to information from written and spoken texts, there will be
fewer questions, worth more points for all levels.
The points per question in the FINAL computation of all the modules
comprising a given level (e.g. C + D + E = four point level) will range from
two points minimum to four points maximum per question. For example, a
question worth 10 points in modules B - G, each of which consists of a third of
the whole, will be worth 3.3 points in the final computation. The following
table converts the number of points in each module to its worth when the final
calcuation of the final grade for a specific level is made.
Converter Table: From Module to Level of Examination
Modules A - G
Number of points in modules
Number of points for calculation of final 100% for whole exam
6 2
7 - 8 2.5
9 3
10 - 11 3.5
12 4
6
6. Point Deduction for Grammar and Spelling Mistakes
The following is a breakdown of the number of points that will be deducted for
grammar and spelling mistakes in questions for access to information from written
texts for all the modules.
Module A:
no points deducted for grammar or spelling
Module B:
for questions worth 8 - 11 points: 2 points deducted for grammar
for questions worth 12 points: 2 - 3 points deducted for grammar
no points deducted for spelling
Module C:
for questions worth 6 -7 points: 1-2 points deducted for grammar
for questions worth 8 - 9 points: 2 points deducted for grammar
for questions worth 10 - 12 points: 3 points deducted for grammar
no points deducted for spelling
Modules D and E:
for questions worth 6 -7 points: 2 points deducted for grammar
for questions worth 8 – 9 points: 2 - 3 points deducted for grammar
for questions worth 10 points: 3 points deducted for grammar
for questions worth 11 – 12 points: 3 - 4 points deducted for grammar
no points deducted for spelling
Modules F and G:
for questions that are worth 6 - 7 points: 2 points are deducted for grammar
for questions that are worth 8 - 10 points: 3 points are deducted for grammar
for questions that are worth 11 - 12: 4 points are deducted for grammar
2 points per question are deducted for spelling mistakes
Please note: The same deduction system applies to questions with more than one
item. For example, if a question in module F or module G has two items worth 10
points each, and there is a spelling mistake in one item and a grammar plus spelling
mistake in the other, the deduction will be 2 + 3 + 2 = 7 points off (out of the total 20).
7. Letter Formats7
Since there are a number of changes in the NBA, it was decided not to include the
semi-formal letter in the Bagrut exams for 2004. Teachers will be notified when the
semi-formal letter will appear on the Bagrut exams after examples of tasks have been
sent out to schools.
The following table details information regarding the different letter formats that can
appear as one of the written presentation tasks in modules B, D and E.
Type of Letter
Module Register Required Elements Example
formal F and G formal addresses of recipient and sender date Dear Mr. / Ms. / etc. Yours sincerely / etc. signature
letter of complaint
informal B and D personal date opening closing
letter to a friend
8. Instructions and Line numbers.
Exam instructions for modules D, E, F and G will be given only in English.
In the access to information from written texts on all levels, paragraph
numbers will not be given. Line numbers will be given only when needed /
appropriate. Questions will refer pupils to specific lines only when necessary.
8
9. Terminology for Questions for Access to Information from Written Texts
The following is a list of some terms that pupils should be familiar with, as they may
appear in questions on modules D, E, F and G:
apply / application
area / field
aspect
assume / assumption
categorize / category
causal (connection)
chart
concept
consequences
conclude / (draw)
conclusions
criterion / criteria
derive (from)
element
evidence (sufficient/insufficient)
factor
feature (noun + verb)
frequency / frequent
function (noun + verb)
graphic marker / graphic organizer
imply / implication
infer / draw an inference
means (noun)
(take) measures
paraphrase (noun + verb)
perspective
piece(s) of information
point of view
qualities
(ir)relevance / (ir)relevant
sequence / consecutive
summarize / summary
supporting details
timeline
traits
9
Advantages of the Tzvira Model
Eligibility for a Bagrut Certificate
Pupils can now progress from one level to another, affording greater eligibility for
a Bagrut certificate.
Motivational Aspects
Instead of taking one long exam, pupils will now take two or three
shorter ones. This is especially important for weaker pupils who
should feel less threatened and more motivated.
When pupils move up to the next level, they will already have a third
of their grade. This should encourage pupils to risk taking a higher
level examination.
The tzvira model provides pupils with a "security net." If, for example,
a pupil's level is between three and four points, the pupil can now first
take the three-point examination (modules A, B, and C) and then work
her/his way up to four points (modules D and E). If s/he does not
succeed, s/he retains the grade for the three-point examination.
Comprehensive Representation of the English Curriculum
The new format of the Bagrut examinations allows for testing all four domains on the
written examination: social interaction, access to information, presentation and
appreciation of literature, culture, and language. Each module is mapped out
according to the benchmarks in each of the domains.
10
Project Work
1. Pupils taking the one-point exam are required to do a performance task. The grade for
the performance task is 10% of the school grade for module A.
2. Pupils who go on to take modules B and C are required to do one project at the same
time that they are taking one of these modules.
3. For pupils in the tenth and eleventh grades being tested in the oral Bagrut exam in
summer 2004, and for pupils in the eleventh and twelfth grades being tested in the oral
Bagrut exam in summer 2005, the grade for project work is not included in the school
grade. The school grade for each module will therefore include 20% for the extensive
reading and literature programs, and 80% for classwork, homework, tests, etc.
4. For pupils who are in the tenth grade in September 2004, when they take the oral
Bagrut exam in the tenth, eleventh or twelfth grade, they will be tested on one project that
they will bring with them to the exam. When pupils take the written Bagrut exams during
their high school studies, it is compulsory to include the grade for project work in the
school grade in one of the modules. (You can apply to your regional English inspector for
special permission to do the project before the module where it is included in the school
grade.) The grade for the project will be 30% of the school grade for one of the modules.
The final percentage of the project is 10% of the school grade for each level examination.
5. The following is a table summarizing the above information:
Level Module Requirement
1 A Performance task
3 B + C One project
3 A, B, and C One performance task + one project
4 C, D, and E One project
5 E, F, and G One project
5. The minimal number of lessons for doing project work in the classroom is eight.
This does not include pupils' oral presentations.
20
6. The requirements for the written presentation of the project are as follows:
Required Components Five Points Four Points Three Points
Cover page
Table of contents
Rationale for choice of topic
Introduction (Topic and essential questions: What pupils want to find out)
Criteria detailed in the English Curriculum for
the domain of presentation should be used as
guidelines.Body
Conclusions
Bibliography(Minimal number of sources in English)
4 3 2(one in
English)
Self-assessment/checklist/reflection
Optional Components
Pictures, maps, graphs, video, etc.
7. The length of the project (the written and oral presentation) depends on:
the year when the pupils are doing the project (10th, 11th or 12th grade)
whether the pupils are doing the project individually, in pairs or in groups
the nature of the project.
Teachers should therefore decide on the length of the project based on the level of
the class and the topic of the project.
8. The number of resources is dependent on the length, level and nature of each
resource. Teachers should use their discretion when determining the number of
resources required. Please note that resources can be either written, (e.g. articles)
or oral, (e.g. interviews). Teachers should take into consideration the length of the
resources.
21
9. The required components in the oral classroom presentation for all levels include:
background information on the topic
findings and conclusions
personal relevance
presentation skills
Pupils should be encouraged to use a variety of presentation formats such as: a
talk with visual aids, conducting a class activity, incorporating music, showing a
video, presenting a PowerPoint presentation, creating a website.
10. When project work is done in groups, all pupils need to participate and contribute
to accessing information and preparing the written and oral presentations. It is
recommended that groups be no larger than three pupils.
11. The following is a summary of the different stages of doing project work in the classroom.
Pupils:
a. choose a topic
b. ask a question/questions that will help them define their topic
c. list possible sources of information
d. use sources
e. take notes
f. summarize
g. write a draft and review their work with the help of a checklist
h. prepare the final written project
i. prepare and give an oral presentation
22
12. Additional detailed information, tools, sample projects and suggestions are
available:
on the ETNI in the Ministry Info section: www.etni.org/ministry
in the English Teachers' Journal (#54)
in Assessment Guidelines for the English Curriculum published by the Ministry of
Education (2003)
in the NBA in-service training courses being given around the country.
13. The following tables are detailed below:
suggested criteria and rubrics for assessing the written and oral project
a table for the Calculation of the Final Grade for the Project
an Individual Contribution to Group Work Form
It is recommended that you discuss the criteria and rubrics with your pupils and
adapt them as necessary. This can be done by downloading the rubrics from
this booklet from the ETNI website: www.etni.org/ministry
Suggested Criteria for Assessing the Written Presentation
Criteria # of Points
Content 25
Sources 10
Language 15
Effort 10
Individual Contribution to Accessing Information and Presenting 20
Subtotal
23
Suggested Criteria for Assessing the Oral Group Presentation
Criteria # of Points
Content 5
Effort 5
Subtotal
Suggested Criteria for Assessing the Oral Individual Presentation
Criteria # of Points
Content 5
Language 5
Subtotal
TOTAL
24
Suggested Rubric for Assessing the Written Group and Individual Presentation
Criteria Number of Points
Content
25 20 15 10 5
Includes all the required components. *
Content is clear, well-organized, written in pupils' own words.
Includes five of the required components.
Content is mostly comprehensible, organized and is generally written in pupils' own words.
Includes three or less of the required components.
Content is not clear, lacks organization and is not written in pupils' own words.
Sources
10 7 5 2 0
Includes the required number of sources.
Sources are relevant to the topic, are integrated into the project, and are cited correctly.
Includes less than the required number of sources.
Some of the sources are relevant to the topic, are integrated into the project, and are cited correctly on the whole.
Did not mention sources used or did not cite correctly
Language
15 12 9 6 3
Correct sentence structure.
Rich and varied vocabulary.
Correct spelling and punctuation.
Correct sentence structure most of the time.
Appropriate vocabulary.
Correct spelling and punctuation most of the time.
Incorrect sentence structure most of the time.
Limited vocabulary.
Frequent mistakes in spelling and punctuation.
Effort
10 8 6 4 2
Clear evidence of investment of time and effort. Work is aesthetic.
Some evidence of investment of time and effort. Work is fairly aesthetic.
Little evidence of investment of time and effort. Work is not aesthetic.
Individual Contribution
20 16 12 8 4
Actively participated and contributed to the group. **
Carried out tasks s/he was responsible for on time.
Sometimes participated and contributed to the group.
Carried out only some of the tasks s/he was responsible for and/or not always on time.
No participation or contribution to the group.
Did not carry out the tasks s/he was responsible for.
Names of Members of the Group
Grade for Individual Contribution
Grade for Group Contribution
Grade for Written Presentation
1.2.3.
* The required components include: cover page, table of contents, introduction/rationale, body, conclusion, bibliography, self-assessment/reflection**Based on the Individual Contribution to Group Work form and the individual self-assessment/reflection.
25
Suggested Rubric for Assessing the Oral Group Presentation
Criteria Number of Points
Content
5 4 3 2 1
Includes all the required components.*
Content is clear and well organized.
Includes three of the required components.
Content is mostly comprehensible and organized.
Includes two or less of the required components.
Content is not clear and lacks organization.
Effort
5 4 3 2 1
Clear evidence of investment of time and effort in the presentation.
Active involvement of all members of the group.
Some evidence of investment of time and effort.
Not all the members of the group are involved.
Little evidence of investment of time and effort.
No teamwork.
* The required components include: introduction/rationale, findings, conclusions and an overview of each pupil's contribution.
Suggested Rubric for Assessing the Oral Individual Presentation
Criteria Number of Points
Content
5 4 3 2 1
Content is clear and well organized.
Conveys personal involvement.
Presentation is fluent and not read.
Content is mostly comprehensible and organized.
Little personal involvement is conveyed.
Presentation is fairly fluent and not read.
Content is not clear and lacks organization.
No personal involvement is conveyed.
Presentation is hesitant and/or read.
Language 5 4 3 2 1
Correct sentence structure.
Rich and varied vocabulary.
Good pronunciation
Correct sentence structure most of the time.
Appropriate vocabulary.
Adequate pronunciation.
Incorrect sentence structure most of the time.
Limited vocabulary.
Poor pronunciation.
Calculation of Final Grade for the Project
Names of Members of the Group
Written Presentation Oral PresentationFinal GradeGroup Individual Group Individual
1.2.3.
26
Individual Contribution to Group Work Form
Name Is Responsible For: Due Date Date Completed
27
Performance Tasks for One-Point Pupils
Pupils taking the one-point examination are required to do performance tasks, which are more
limited in scope than project work. Following is some basic information about performance
tasks. Detailed guidelines regarding implementation of performance tasks will be given at the
NBA in-service teacher training sessions and in the booklet, Assessment Guidelines for the
English Curriculum.
What is a performance task?
A performance task is an activity that requires pupils to use skills and knowledge in the context
of real life situations. The task requires pupils to demonstrate that they have achieved the
targeted benchmarks.
A performance task:
builds on background knowledge.
has significance for the pupil because it enables problem-solving.
enables multiple responses and learning outcomes.
enables collaborative learning.
focuses on multiple dimensions of pupils' learning.
allows pupils to select a presentation mode to display what they have learned.
requires pupils to practice, refine and revise in order to demonstrate their learning.
enables self-assessment and reflection.
Examples of performance tasks for one-point pupils
The following are some examples of performance tasks:
1. Person of the Year award
a. You must nominate someone for a prize.
b. Choose the person (a singer, pop star, someone in your town, school etc.).
c. Choose the prize they will receive.
d. Fill in an ID card for this person
e. Write three reasons why the person should receive this prize.
f. After your teacher has checked your work, create a poster that will help others vote for
this person.
28
2. Planning a vacation.
a. Choose a place you would like to go to for a vacation.
b. How long will you go for?
c. Who will you go with?
d. What will you want to see there?
e. Get brochures from travel agents.
f. Prepare a brochure/advertisement of the place you have chosen. The
brochure/advertisement should include:
1) the name of the place
2) at least three interesting sites to visit
3) pictures
4) at least three reasons to visit this place
5) any other information you would like to add (historical, food,
culture, etc.)
3. Surveys of different topics such as television viewing habits, what your friends do in their
free time, what movies your friends like, sports that your friends participate in or watch.
Include tables, graphs, and statistics.
More examples of tasks can be found at: http://space.ort.org.il/pie/
The following template for designing a performance task will help you in your planning:
29
Template for Designing a Performance Task
Stage one: Identifying targeted benchmarks and/or goals, and criteria for assessment
Targeted Benchmarks and/or Goals Criteria for Assessment
Stage two: Describing the task
Description of the Task
Stage three: Choosing tools for assessment
Type of Assessment Who Assesses
Checklist Self
Assessment List Peer
Rubric Teacher
Stage four: Mapping out prerequisite skills and knowledge
Targeted Benchmark and/or Goal Prerequisite Skills and Knowledge
EFL skills
Social skills
Computer / Internet skills (optional)
30
Literature and Extensive Reading Programs
The following is a description of the literature and extensive reading programs:
# of Points Literature Program
1 One short story
3(modules B
and C)
Two short stories OROne short story and two poems
3(modules A,
B, and C)
Three short stories ORTwo short stories and two poems
4 Two short stories or literary essays + one play or novel ORFive short stories or literary essays, or five poems in place of any short story or essay
5 One play or novel + four short stories or literary essays + five poems
31
# of Points Extensive Reading Program
1 Two books
3 Two books
4 and 5 Five books
Calculation of the School Grade ( ספרי בית ציון )
For pupils who are in the tenth grade in September 2004, when they take the written Bagrut
exam in the tenth, eleventh or twelfth grade, it is compulsory to include the grade for project
work in the school grade in one of the modules. A school grade must be given for each module.
The school grade for each module (A - G) must include either a grade for the annual project (or
the performance task for one-point pupils) or a grade for the extensive reading and literature
programs. The remainder of the school grade (bringing it up to 100%) is given for tests,
quizzes, homework, classwork and effort. The following are the guidelines for the calculation of
the school grade for each level examination (1, 3, 4, 5 points).
For pupils in the tenth and eleventh grades being tested in summer 2004, and for pupils in the
eleventh and twelfth grades being tested in summer 2005, the grade for project work is not
included in the school grade. The school grade for each module will therefore include 20% for
the extensive reading and literature programs and 80% for classwork, homework, tests, etc.
# of Points Explanation
1The grades for the performance tasks and the extensive reading and literature programs must be incorporated into module A. The grade for the performance task is worth 10% and the grade for the extensive reading and literature program is worth 20% of the school grade. The remaining 70% of the school grade is given for tests, quizzes, homework, classwork and effort.
3The grade for module A is calculated as described above for one point. The grade for the annual project is incorporated into either module B or C and is worth 30% of the school grade. The grade for the extensive reading and literature programs is incorporated into the other module and is worth 30%. The remainder of the school grade for each module (bringing it up to 100%) is given for tests, quizzes, homework, classwork and effort. For example, if the grade for the annual project is included in module C, where it is worth 30%, the remaining 70% will be for tests, etc.
4 The grade for the annual project is incorporated into either module C, D, or E and is worth 30% of the school grade. The grade for the extensive reading and literature programs is incorporated into the other two modules and is worth 30% for each module. The remainder of the school grade for each module (bringing it up to 100%) is given for tests, quizzes, homework, classwork and effort. For example, if the grade for the annual project is included in module E, where it is worth 30%, the remaining 70% will be for tests, etc.
5 The grade for the annual project is incorporated into either module E, F or G and is worth 30% of the school grade. The grade for the extensive reading and literature programs is incorporated into the other two modules and is worth 30% for each module. The remainder of the school grade for each module (bringing it up to 100%) is given for tests, quizzes, homework, classwork and effort. For example, if the grade for the annual project is included in module E, where it is worth 30%, the remaining
32
70% will be for tests, etc.
The following tables summarize the guidelines for calculating the school grade:
One point
A
Performance Task 10%
Extensive Reading and Literature 20%
Classwork, homework, tests, etc. 70%
TOTAL 100%
Three points
A B C
or
A B C
Performance Tasks (module A) and Project Work (module B or C)
10% --- 30% 10% 30% ---
Extensive Reading and Literature 20% 30% --- 20% --- 30%
Classwork, homework, tests, etc. 70% 70% 70% 70% 70% 70%
TOTAL 100% 100%
Four points
C D E
or
C D E
or
C D E
Project Work --- --- 30% --- 30% --- 30% --- ---
Extensive Reading and Literature 30% 30% --- 30% --- 30% --- 30% 30%
Classwork, homework, tests, etc. 70% 70% 70% 70% 70% 70% 70% 70% 70%
TOTAL 100% 100% 100%
Five points
E F G
or
E F G
or
E F G
Project Work --- --- 30% --- 30% --- 30% --- ---
Extensive Reading and Literature 30% 30% --- 30% --- 30% --- 30% 30%
Classwork, homework, tests, etc. 70% 70% 70% 70% 70% 70% 70% 70% 70%
TOTAL 100% 100% 100%
33
34
State of IsraelMinistry of Education, Culture and Sport
English Inspectorate
Rubric for Assessing Oral Social Interaction
Four and Five Points
Summer 2004
The Extended Interview
Communicative Ability Points Accuracy Points
Understands questions
Interacts fluently
Gives extended answers
20
Correct use of complex language structures
Rich vocabulary
Comprehensible pronunciation
20
16 16
Understands questions with some rephrasing
Interacts with some hesitation
Gives single-sentence answers
12
Correct use of simple language structures
Basic vocabulary
Mostly comprehensible pronunciation
12
8 8
Has difficulty understanding questions; requires frequent repetition and rephrasing
Interacts with difficulty
Gives simple phrases and/or single-word answers
4
Incorrect use of simple language structures
Limited vocabulary
Poor pronunciation4
Teachers can give in-between grades e.g. 10 pts.
35
State of IsraelMinistry of Education, Culture and Sport
English Inspectorate
Rubric for Assessing Oral Social Interaction
Three Points
Summer 2004
The Interview
Communicative Ability Points Accuracy Points
Understands questions with some rephrasing
Interacts without much hesitation
Gives answers that are more than one sentence
20
Mostly correct use of simple language structures
Varied vocabulary
Comprehensible pronunciation
20
16 16
Has difficulty understanding questions; requires frequent repetition and rephrasing
Interacts with difficulty
Gives single-sentence answers
12
Some correct use of simple language structures
Basic vocabulary
Mostly comprehensible pronunciation
12
8 8
Does not understand questions
Does not interact
Gives simple phrases and/or single-word answers
4
Incorrect use of simple language structures
Limited vocabulary
Poor pronunciation
4
Teachers can give in-between grades e.g. 10 pts.
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State of IsraelMinistry of Education, Culture and Sport
English Inspectorate
Rubric for Assessing the Project Presentation and InteractionFour and Five Points
Summer 2004
The Project Presentation and Interaction
Project Presentation Pts Accuracy Pts Project Interaction Pts
Presentation is well-organized and includes: introduction, summary of main ideas and conclusion
Presentation is sustained and detailed (talks for about 3 minutes)
Personal perspective is included
Presentation is spoken rather than read from notes
20
Correct use of complex language structures
Vocabulary is topic- related and rich
Comprehensible pronunciation
20
Understands questions
Gives extended answers
Gives consistently clear explanations (all of the time)
20
16 16 16
Presentation is organized but lacks one element
Presentation is adequate but not detailed (talks for about 2 minutes)
Personal perspective is hardly related to
Presentation is mostly spoken rather than read from notes
12
Correct use of simple language structures
Vocabulary is topic- related but basic
Mostly comprehensible pronunciation
12
Understands questions with some rephrasing
Gives single-sentence answers
Gives clear explanations some of the time
12
8 8 8
Presentation is disorganized
Presentation is short (stops talking after 1 minute)
Personal perspective is not included
Presentation is read from notes
4
Incorrect use of simple language structures
Vocabulary is general and basic
Poor pronunciation
4
Has difficulty understanding questions; requires frequent repetition and rephrasing
Gives simple phrases and/or single-word answers
Gives unclear or no explanations
4
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Teachers can give in-between grades e.g. 10 pts.State of Israel
Ministry of Education, Culture and SportEnglish Inspectorate
Rubric for Assessing the Project Presentation and InteractionThree Points
Summer 2004
The Project Presentation and Interaction
Project Presentation Pts Accuracy Pts Project Interaction Pts
Presentation is well-organized and includes: introduction, summary of main ideas and conclusion
Presentation is adequate and detailed (talks for about 2 minutes)
Personal perspective is included
Presentation is spoken rather than read from notes
20
Mostly correct use of simple language structures
Vocabulary is topic- related and varied
Comprehensible pronunciation
20
Understands questions with some rephrasing
Gives answers that are more than one sentence
Gives clear explanations
20
16 16 16
Presentation is organized but lacks one element
Presentation is adequate but not detailed (talks for about 1 minute)
Personal perspective is hardly related to
Presentation is mostly spoken rather than read from notes
12
Some correct use of simple language structures
Vocabulary is topic- related but basic
Mostly comprehensible pronunciation
12
Has difficulty understanding questions
Gives single-sentence answers
Gives clear explanations some of the time
12
8 8 8
Presentation is disorganized
Presentation is short (less than 1 minute)
Personal perspective is not included
Presentation is read from notes
4
Incorrect use of simple language structures
Vocabulary is general general and limited
4
Does not understand questions
Gives simple phrases and/or single-word answers
Gives unclear or no
4
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Incomprehensible pronunciation
explanations
Teachers can give in-between grades e.g. 10 pts.
Rubric for Assessing Written Presentation - Module B
Criteria D e s c r i p t o r s
Content and Organization
information is relevant to the topic
fluent expression text is well
organized
some information is irrelevant to the topic
message is sometimes difficult to follow
text is fairly well organized
information is irrelevant to the topic
message cannot be understood
text is poorly organized
10 8 5 2 0
Vocabulary
correct use of varied vocabulary
correct use of appropriate but limited vocabulary
use of limited or inappropriate vocabulary
6 5 4 2 1
Language Use
correct use of basic language structures
few errors of agreement, tense, word order, pronouns, prepositions
occasional incorrect use of basic language structures
several errors of agreement, tense, word order, pronouns, prepositions, fragments, run-ons
consistent incorrect use of basic language structures
frequent errors of agreement, tense, word order, pronouns, prepositions, fragments, run-ons
11 8 6 4 1
Mechanics few errors of
spelling, punctuation, capitalization
occasional errors of spelling, punctuation, capitalization
frequent errors of spelling, punctuation, capitalization
3 2 1 --- 0
Teachers can give in-between grades e.g. 9 pts.
Deduction for length:
for 25 - 30 words - deduct 6 - 9 points
for 20 - 25 words - deduct 9 - 12 points
for 15 - 20 words - deduct 12 - 15 points
for less than 10 words, 0 points for the whole task
TOTAL: ___ / 30
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40
Rubric for Assessing Written Presentation – Module D
Criteria D e s c r i p t o r s
Content and Organization
information is relevant to the topic
fluent expression text is well
organized task is written
mostly in pupil's own words
some information is irrelevant to the topic
message is sometimes difficult to follow
text is fairly well organized
chunks of the task are not written in pupil's own words
information is irrelevant to the topic
message cannot be understood
text is poorly organized
task is not written in pupil's own words.
8 6 4 2 0
Vocabulary
correct use of varied vocabulary
appropriate word/ idiom choice and usage
use of appropriate register
correct use of appropriate vocabulary
occasional errors of word/idiom form, choice and usage
occasional use of inappropriate register
limited or inappropriate vocabulary
frequent errors of word/idiom form, choice and usage
use of inappropriate register
6 5 4 3 1
Language Use
correct use of language structures
few errors of agreement, tense, word order, connectors, pronouns, prepositions
occasional incorrect use of language structures
several errors of agreement, tense, word order, connectors, pronouns, prepositions, fragments, run-ons
consistent incorrect use of language structures
frequent errors of agreement, tense, word order, connectors, pronouns, prepositions, fragments, run-ons
12 10 7 4 1
Mechanics
few errors of spelling, punctuation, capitalization, paragraphing
occasional errors of spelling, punctuation, capitalization, paragraphing
frequent errors of spelling, punctuation, capitalization, paragraphing
4 3 2 1 0
Teachers can give in-between grades e.g. 9 pts.
Deduction for length:
for 70 - 85 words - deduct 6 - 9 points
for 60 - 70 words - deduct 9 - 12 points
for 50 - 60 words - deduct 12 - 15 points
for less than 40 words, 0 points for the whole task
Deduction for letter format:
If the format of presentation does not include all the required elements, deduct 2 - 4 points.
TOTAL: ___ / 30
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Rubric for Assessing Written Presentation - Modules F and G
Criteria D e s c r i p t o r s
Content and Organization
information is relevant to the topic
fluent expression ideas clearly stated text is well
organized task is written
mostly in pupil's own words
some information is irrelevant to the topic
message is sometimes difficult to follow
text is fairly well organized
chunks of the task are not written in pupil's own words
information is irrelevant to the topic
message cannot be understood
text is poorly organized
task is not written in pupil's own words
8 6 4 2 0
Vocabulary
correct use of varied and rich vocabulary
effective word/idiom choice and usage
use of appropriate register
correct use of appropriate vocabulary
occasional errors of word/idiom form, choice and usage
occasional use of inappropriate register
limited or inappropriate vocabulary
frequent errors of word/idiom form, choice and usage
use of inappropriate register
8 7 6 4 2
Language Use
correct use of advanced language structures
few errors of agreement, tense, word order, connectors, pronouns, prepositions
correct use of basic language structures
several errors of agreement, tense, word order, connectors, pronouns, prepositions, fragments, run-ons
incorrect use of language structures
frequent errors of agreement, tense, word order, connectors, pronouns, prepositions, fragments, run-ons
16 12 8 4 2
Mechanics
few errors of spelling, punctuation, capitalization, paragraphing
occasional errors of spelling, punctuation, capitalization, paragraphing
frequent errors of spelling, punctuation, capitalization, paragraphing
8 6 4 2 0
General comments:
1. Teachers can give in-between grades e.g. 14 pts.
2. Deduction for length:
for 85 -100 words - deduct 8 - 12 points
for 70 - 85 words - deduct 12 - 16 points
for 55 - 70 words - deduct 16- 20 points
for less than 45 words, 0 points for the whole task
3. Deduction for letter format:
If the format of presentation does not include all the required elements, deduct 2 - 4 points.
TOTAL: ___ / 40
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FAQs (Frequently Asked Questions)
1. What will no longer appear in the new format of the Bagrut examinations?
cloze-type exercises
questions that require answers in Hebrew/Arabic
2. What additions will appear in the new format of the Bagrut examinations?
modularity (tzvira)
narratives or excerpts from narratives on the four and five-point examinations. Since,
however, there are a number of changes in the new Bagrut format, it was decided not to
include the narrative in the Bagrut exams for 2004. Teachers will be notified when the
narrative will appear on the Bagrut exams after examples of texts and questions have
been sent out to schools.
more emphasis on questions that require comprehensive understanding of the texts
presenting project work in the oral examination
3. Must all pupils begin with module A?
No. Pupils can start with any module depending on their level of English. There is no need for
pupils to be tested on all the modules. For example, pupils at the five-point level should not be
tested at the lower modules.
4. What would be an example of having pupils take modules at a lower level?
One of the great advantages of the tzvira model is that it helps pupils who are "borderline".
Passing the three-point exam with good grades, for example, gives pupils confidence,
motivating them to progress to higher levels. According to the existing system, weaker pupils
would be sent for the three-point exam, so as not to fail the four-point exam. Now, these same
pupils can do the three-point exam, go on to take modules D and E, and if they pass, they have
a grade for the four-point Bagrut exam. If they don't, they at least have their grade for the
three-point Bagrut.
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5. What can schools do to ensure that pupils have the necessary learning opportunities to
move from one level to another (e.g. from three to four points)?
It is recommended that schools allot additional hours for pupils moving from one level to
another in order to bridge the gap between the two levels.
6. Must pupils be tested on the modules in sequence?
No. Pupils can be tested in any order they want to be tested. If they are taking different
modules on the same day, then they must take them in the order dictated by the examination
timetable. If pupils wish to take the examination in parts spread over different “moadim”, (i. e.
modules E and F in the winter and module G in the summer), they can be tested in any order
they choose. However, it is recommended that pupils start with the lower module for that level
test and progress from there.
7. Will the common modules (C and E) be tested twice on that day i.e. an early test for
those pupils starting with them and a later test for those pupils ending with them?
No. None of the modules will be tested twice on the day of the Bagrut exams. The testing of
the modules, however, may not be consecutive so a five-point pupil, for example, may have to
take module F first and then modules E and then G because of scheduling.
8. Will there be mini-clozes in the access to information texts?
No, the mini-cloze type questions (also called 'fill-ins') are out. Mini-clozes are the questions
with 1-2 NUMBERED deletions, where pupils had to fill in 1-3 words in each space, and the
instruction was: FILL IN THE MISSING WORDS (X WORDS IN EACH SPACE)
ACCORDING TO [given paragraphs]. However, there will still be questions requiring
sentence completions. The completions may be of one word or more. The instructions for
these questions read: COMPLETE THE SENTENCE(S).
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9. What is the rationale for including a narrative (or an excerpt) in the written examination?
The rationale for including a narrative in modules D and F is:
it represents the domain of appreciation of literature and culture on the written exam
it broadens the range of text types that pupils read
10. When do pupils take the oral examination?
Pupils must take their oral examination when they take the final level of the modules needed
for that specific level: Three-point pupils will take the oral exam when they take module C; four-
point pupils when they take module E, and five-point pupils when they take module G.
11. When pupils advance from one level to the next, must they take the oral examination
again?
It depends. Pupils who take the three-point exam and then advance to the four-point exam
must take the oral examination again at the four-point level. Pupils who take the four-point
exam cannot take the oral exam again; in other words, four and five- point pupils can be tested
only once for the oral exam as it is identical for the four and five-point exams.
12. A pupil takes the oral exam in the eleventh grade without writing the exam. In the
twelfth grade, s/he wants to take written exam. Does s/he have to take the oral exam
again?
Yes, pupils taking the oral examination must be tested on at least one of the modules at the
same time. Pupils must take their oral examination only when they reach the last of the
modules needed for that specific level. For example, four-point pupils will take the oral
examination only when they are being tested on module E. The oral examinations will take
place in both winter and summer, but pupils can be tested only once (unless they are advancing
from three to four points).
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13. Are pupils supposed to bring their project to the oral exam?
Yes.
14. How will teachers be able to review and prepare questions for so many projects for
the oral examination?
Testers are not expected to review the projects ahead of time and prepare questions. They will
be given a list of the names of the pupils and the title of their projects. The questions the tester
asks will arise while the tester is listening to the pupil discuss his/her project. It is important to
remember that this part of the oral examination is to allow pupils to talk about a topic in
English that is interesting to them and one in which they have invested time and effort.
15. Doesn't doing project work require extra work on the part of the English teacher?
Doing project work in the classroom is instead of and not in addition to what is expected of
both the teachers and the pupils. Teachers who participated in the pilot two years ago said that
during the time that pupils worked on their projects, they did not give any tests, quizzes,
compositions, unseen reading passages, clozes, etc. The grade that pupils received for their
projects was used instead of one of the grades required by the school.
16. If a pupil decides to take the five-point examination, for example, in the 11 th grade,
how many projects is s/he required to do?
Two: One in the tenth grade and one in the 11th grade (or two in the 11th grade).
17. Why should pupils in the tenth or eleventh grade do a project if they will be taking
the Bagrut exams only in the twelfth grade?
Pupils are expected to do two projects, regardless of which module(s) they are being tested on.
Pupils, for example, are required to do a project in the tenth or eleventh grade even though the
majority of them are not taking the Bagrut exams those years. Project work, like extensive
reading, is viewed as an important and integral part of the pupils' English studies and needs to
be part of the pupils' grade that appears on the report card.
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18. What should I base my school grade on for the extensive reading and literature
programs?
We recommend that pupils have a reading file consisting of tasks (written and oral) and exams.
Following is a list of suggested tasks.
Write a letter to the author asking questions about how, why and where the
book was written.
Write a diary for one of the characters.
Rewrite the story from a different point of view.
Interview one of the characters and record the interview.
Rewrite the story in a different genre. For example write a poem
based on a story.
Write a sequel to the story.
Change the end of the story.
Produce a quiz/test/game.
Draw a map showing where the story takes place, describing what
happens in each place.
Hold a debate/trial on issues raised in the story.
Prepare a multimedia presentation on one aspect of the
story/play/poem.
Compare two or more stories.
Write a dialogue to be acted out.
Write a script for a film/video.
Write a literary review for a newspaper.
Do research related to an issue raised in the book.
19. How am I going to manage writing and giving so many matkonot for the different
modules?
Each level examination (3, 4, and 5 points) is broken down into two to three modules.
Below is a table of tasks for each domain comparing the existing format of the Bagrut exams
(EX) to the new Bagrut assessment (NBA). As you can see, there are no major differences in
the number of texts and tasks. In other words, yes, there will be more tests, but they will be
shorter and in total, will be similar to what is required now.
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Table of Tasks for Each Domain for the Existing Bagrut Examinations (Ex) and the NBA
Number of
Points
Access to Information
from Written Texts
PresentationAccess to
Information from Spoken
Texts
Cloze
EX NBA EX NBA EX NBA EX NBA
1 2 2 ----- ----- 2 2 ----- -----
3 4 4 1 1 2 2 1 -----
4 3 3 1 1 1 1 1 -----
5 3 3 2 2 1 1 1 -----
20. Will the weight of the school grade be taken into consideration when determining the
discrepancy between the school grade and the exam grade? Will we lose the right to use
school grades as a "magen" if the disparities grow too large - even though we are
following the NBA guidelines?
To date, the Ministry of Education penalizes schools when there is a discrepancy of 20 points
or more between the school average of the school grade and the school average of the exam
grade. Even though project work, and the literature and extensive reading programs require
different assessment procedures from tests, this kind of discrepancy is not expected.
Therefore, if there is the above-mentioned discrepancy, schools will be penalized.
21. Will schools still need to apply for permission for pupils being tested in any of the
modules before the twelfth grade?
According to the new Bagrut model, applying for permission will no longer be necessary.
Schools will decide when and on which modules pupils will be tested.
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22. Can pupils take modules for two different levels, for example modules B, C, and F,
on the same day?
No. Pupils can only take the modules for one specific level, for example modules C, D, and E
on the same day.
23. How can teachers learn more about the NBA and how to help their pupils?
In-service training courses were offered for high school teachers last year. This year,
additional courses are being given. It is compulsory that all high school teachers participate in
these courses. Please ask your English inspector for details.
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Appendix: The Mock Examinations
The format of the mock examinations is based on the Table of Specifications. According to
these guidelines, the Bagrut examinations can include a wide variety of text and question types.
Therefore, the text types chosen for the mock examinations are NOT necessarily the same text
types that will be on future Bagrut examinations. Similarly, future Bagrut examinations may
or may not include question types or text types that appear on the mock examinations, or may
include additional question types and text types that do not appear in the mock examinations.
50