Exemplar Assessment Tasks: 
School Open Day (KS3)

Aims
Assessment objectives:
•	to establish and maintain relationships and routines in school and community situations (IDa)
•	to obtain and provide objects, services and information in real and simulated situations (IDe)
•	to find out, select, organize and present information on familiar and less familiar topics (KDa)
•	to interpret and use more extensive information through processes or activities such as sequencing, describing, classifying, comparing, explaining, predicting, inferring, summarizing, drawing conclusions (KDb)
•	to identify and discuss ideas in spoken and written texts, form opinions and express them (KDc)
•	to give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events (EDd)

Task descriptions
Learners carry out the following tasks to prepare for the school open day.

Task 1	Inter-class quiz (15 minutes)
Learners complete the answers for an inter-class quiz on the open day.
(KDa & KDb in KS3)

Task 2	“Recycled Paper” (15 minutes)
In the Science Room, there will be a video show on how some students made recycled paper. Based on the notes given, learners write a script for the video. (KDb in KS3)

Task 3	“Sweet Kitchen” (20 minutes)
Food will be served in the Cookery Room. Learners listen to the instructions given by the Cookery teacher and make notes. (KDa & KDb in KS3)

Task 4	“Introducing our Class” (25 minutes)
In groups of four, learners introduce the four display boards in the classroom to a guest on open day. (IDa, IDe & KDb in KS3)

Task 5	“What a day!” (1 hour)
The next issue of the school newspaper will be on the school open day. The editor invites students to write about their experiences on open day. Learners write their entry in about 100 words. (EDd & KDc in KS3)

Exemplar Assessment Tasks: School Open Day
Task 1: Inter-class quiz

On school open day, there will be an inter-class quiz on the history of the school. As the quiz master, you read the following information and prepare the answers for the quiz.

New Age School

New Age School was founded by the Hong Kong Foundation in 1939. It began as a boarding school for boys. Mr John Lowe was principal from 1939-1948.

Over the years, the school has grown. In 1939, there were only 6 classes and a total of 142 students. By 1975, the school has grown fivefold. It was also the year in which we became a co-educational day school.

In 1982, the school moved to its present site in Tai Kok Tsui. The new school hall was opened in December and named after the first principal of the school. Three years later, air-conditioners were installed in all the classrooms. From then on, our students can work in a quiet environment. The Computer Room was set up in 1983, thanks to the vision and efforts of Mrs Mary Lee, our present principal. Today, the use of computers is a regular part of the school life.

Our students take part in many extra-curricular activities with excellent results. In 1989, the school choir was invited to perform in a concert in Beijing. The choir members were excited to sing with secondary school students from across the world. In 1995, the school won the trophy for Best Over-all Results in Sports. In the same year, a group of S4 students also won a local science competition with a paper bicycle they designed and made all on their own. The past year has been a particularly proud one for us. We were elected one of the ten best schools in Hong Kong because of the excellent all-round education we provide.

Over the years, the school has produced many outstanding students. One of our best known alumni is Cecilia Fong. She is famous for her photos of rare marine creatures - colourful jelly fish, crabs and other creatures that are only seen in deep seas.

(extracted from the School Book 1998)

Exemplar Assessment Tasks: School Open Day
Task 1: Inter-class quiz

Worksheet

Inter-class Quiz
1.	When did the school start?
___________________________________________________________________
2.	Where is the school?
___________________________________________________________________
3.	How many classes are there in New Age School today?
___________________________________________________________________
4.	What is the name of the school hall?
___________________________________________________________________
5.	In which year were air-conditioners installed in the school?
___________________________________________________________________
6.	Who was responsible for building the Computer Room?
___________________________________________________________________
7.	Name 2 kinds of extra-curricular activities in the school.
___________________________________________________________________
8.	True or false? Teachers helped the students to make the paper bicycle.
___________________________________________________________________
9.	Name one thing which made the students of the school very happy in 1998.
___________________________________________________________________
10.	Where do you think Cecilia Fong works most of the time?
___________________________________________________________________

Exemplar Assessment Tasks: School Open Day
Task 1: Inter-class quiz

Worksheet

Inter-class Quiz
(Answers)
1.	When did the school start?
		1939
2.	Where is the school?
		Tai Kok Tsui
3.	How many classes are there in New Age School today?
		30
4.	What is the name of the school hall?
		John Lowe Hall / John Lowe Memorial Hall
5.	In which year were air-conditioners installed in the school?
		1985
6.	Who was responsible for building the Computer Room?
		Mrs Mary Lee
7.	Name 2 kinds of extra-curricular activities in the school.
		choir/music and sports
8.	True or false? Teachers helped the students to make the paper bicycle.
		False
9.	Name one thing which made the students of the school very happy in 1998.
		The school was elected one of the ten best schools in Hong Kong.
10.	Where do you think Cecilia Fong works most of the time?
		In deep seas / in a studio (any appropriate answer)

Exemplar Assessment Tasks: School Open Day
Task 1: Inter-class quiz

Scoring Guide

Aims of Assessment Task
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
•	select and present information on familiar and less familiar topics 
(KDa in KS3)
•	interpret and use more extensive information through processes or activities such as sequencing, describing, inferring
(KDb in KS3)
	KD Band 4 (Reading)

•	acquiring information in simple texts
•	using basic strategies to acquire necessary information for particular purposes
•	interpreting and using information presented in a range of text-types	Questions 1, 2, 3, 4, 5, 7, 8

Learners are able to complete most of the questions accurately using where applicable their own language. The answers reflect ability to extract relevant information from the text, use context and knowledge of the world to work out the meaning of unknown words and to understand the use of discourse markers.
	
	KD Band 5 (Reading)

•	employing contextual and syntactic cues to interpret words
	Questions 6, 9, 10

Learners are able to employ contextual and syntactic cues to interpret the text.

Notes:
The assessment task is set according to the Learning Targets of the syllabus, and the Expected Performance is closely related to the Bands of Performance. The Task Specific Criteria listed in the right hand column of the table are developed according to the nature of the assessment task. The items under this column should not be used as a checklist. They are there only to help teachers make a holistic judgement on the learners’ performance in the task.

Teachers who so wish may assign scores in accordance with the identified criteria.

Exemplar Assessment Tasks: School Open Day
Task 2: Recycled Paper

In the Science Room, there will be a video which shows how a group of students made recycled paper to raise money. Using the notes below, write a paragraph to describe the process of making recycled paper. It will be used by the speaker to explain the process in the video.

Making recycled paper

1.	collect old newspapers
2.	tear them into pieces
3.	mix with water until the mixture becomes a paste
4.	pour the mixture on a wire gauze and frame
5.	remove the frame
6.	carefully turn the paper onto a cloth
7.	cover the wet paper with a cloth
8.	press the paper with an iron

Making Recycled Paper

     Last November, we decided to make recycled paper on our own. The paper made in this 

way was sold to raise money for the school. _______________________________________

__________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Exemplar Assessment Tasks: School Open Day
Task 2: Recycled Paper

Scoring Guide

Aims of Assessment Task
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
•	interpret and use more extensive information through processes or activities such as describing, explaining 
(KDb in KS3)
	KD Band 3 (Writing)
•	constructing short texts such as simple instructions, rules and regulations	Learners make a partial attempt to report on the processes of making recycled paper. There is some confusion over the style of a report and that of instructions. Connectives are inappropriately used and the meaning of the text is hampered by the large number of grammatical errors.
	
	KD Band 4 (Writing)
•	producing various short texts for specific purposes, such as simple reports and recipes
•	employing a range of connectives to express sequence and comparison/ contrast
	Learners are able to write a simple report describing the processes of making recycled paper. Simple connectives are used to link ideas together. Some grammatical errors are found but they do not obstruct understanding.	
	KD Band 5 (Writing)
•	producing various texts for specific purposes effectively
•	writing with some awareness of tone, style and register
•	showing organization and coherence appropriate for the material
	Learners produce a well-structured paragraph in which ideas are clearly and effectively presented. Few grammatical errors are found.

Exemplar Assessment Tasks: School Open Day
Task 3: Sweet Kitchen

Worksheet

On the open day, some students will prepare food in the Cookery Room and serve them to guests. The cookery teacher talks to the students about how to prepare for the event. Listen to her instructions and make notes.

You now have 1 minute to read the notes.

Notes

1.	Sushi:  ____________________  and __________________________ .

2.	Paper plates for cold ________________________.

3.	Small ________________ cups for ___________________ tea and 

____________________ tea.

4.	_____________________ : rolls  and ______________________.

5.	Three kinds of ____________________ for the salad: ____________________ , 

________________ and ____________________.

6.	________________ and ________________________ to put in the tacos.

7.	Kebabs are small pieces of ____________________ and ____________________ on bamboo skewers.

8.	Bamboo skewers are: (Circle the right answer.)
a.	long, thin pieces of bamboo
b.	bamboo sheets
c.	bamboo baskets
9.	Apple pie a la mode means apple pie with ____________________ .

10.	The teacher thinks it is a  good / silly  idea to buy ice-cream for apple pie a la mode.
(Circle the right answer.)

11.	Must be  ____________________ to the guests.

Exemplar Assessment Tasks: School Open Day
Task 3: Sweet Kitchen

Answers

1.	Sushi:  eggs  and  seaweeds.
2.	Paper plates for cold  noodles.
3.	Small  paper cups for  green tea and rice  tea.
4.	Hot-dogs  : rolls  and  sausages .
5.	Three kinds of  vegetable  for the salad:  lettuce , carrots and  tomatoes.
6.	Beef  and  beans  to put in the tacos.
7.	Kebabs are small pieces of  meat  /  chicken  and  peppers  /  vegetable on 
bamboo skewers.
8.	Bamboo skewers are: (Circle the right answer.)
a.	long, thin pieces of bamboo
b.	bamboo sheets
c.	bamboo baskets
9.	Apple pie a la mode means apple pie with  ice-cream .
10.	The teacher thinks it is a  good / silly  idea to buy ice-cream for apple pie a la mode.
(Circle the right answer.)
11.	Must be  polite  to the guests.

Exemplar Assessment Tasks: School Open Day
Task 3: Sweet Kitchen

Tapescript 

Now listen very carefully. Make sure you know what you must do on open day.

Those of you who are in charge of the Japanese stall, you’re making sushi, right?  Let’s use eggs for the sushi. Now the eggs must be well cooked. And we also need seaweeds. You don't know what it is? It’s the green stuff we used last week. It looks wet and slippery, remember? So eggs and seaweeds for the sushi.

Amy, you have a question about the noodles? Well, they will be served cold. So we’ll need some paper plates for the cold noodles.

There will also be green tea and rice tea. Remember to serve the tea in small paper cups. It’s easier for the guests this way.

And now, those in charge of the American stall, we need three or four people to make hot-dogs. So you’ll have to get the rolls and the sausages ready. What kind of sausages? Well, you can choose those filled with minced pork or chicken. Rolls and sausages, I repeat. Make sure there are bottles of ketchup and mustard for the guests too.

OK. About the salad. The vegetables for the salad must be really fresh. What kind of vegetable would you like? Amy? Lettuce. That’s a good idea. We’ll get some American lettuce then. John? You like carrots and tomatoes. So let’s put that on your lists as well - lettuce, carrots and tomatoes.

All right. Nancy. Your group is making tacos, right? What are you going to put in your tacos? Beef? Sounds very nice. And also beans? Tacos with beef and beans. I can smell it already.

And the last group. I believe you’re making something very special. Kebabs. That’s wonderful. Now you must first cut everything into small pieces - the chicken, mushrooms and peppers. You can choose different kinds of meat and vegetables. Then you thread 4 to 5 pieces on each bamboo skewer. Have you got the skewers? Good. Be careful you don’t hurt yourself. You only need to barbecue the kebabs for a few minutes. Is that everything? You have another dish? Apple pie a la mode? Are you going to make both the apple pie and the ice-cream? You’re buying the ice-cream? That sounds more sensible to me.

One last word. Remember to be polite to our guests at all times. Encourage them to try the food. Any questions?

Exemplar Assessment Tasks: School Open Day
Task 3: Sweet Kitchen

Scoring Guide

Aims of Assessment Task
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
•	find out, select, organize and present information on familiar and less familiar topics 
(KDa in KS3)
•	interpret and use more extensive information through processes or activities such as describing, explaining 
(KDb in KS3)
	KD Band 4 (Listening)
•	extracting information and ideas from short, simple texts 
(All questions except 8 and 9)

•	deducing the meaning of unknown words through contextual clues
(Questions 8, 9)
	Learners are able to complete most of the questions accurately. The answers reflect ability to extract relevant information and use contextual clues to deduce the meaning of unknown words.

Exemplar Assessment Tasks: School Open Day
Task 4: Introducing our Class

1.	As part of the school open day, your class has prepared 4 boards in the classroom. 

2.	In groups of four, you introduce the boards to one of the visitors. Each person has one minute to introduce one of the boards.

3.	You may add your own ideas to make the presentation more interesting.

4.	You have 15 minutes to prepare for this task. You may make notes but do not read from a script.

Board 1
This board shows the prizes the class has won in the past year. They may include winning a singing contest, a choral speaking competition, an inter-class basketball match and a project competition on schooling in different countries.

Board 2
Students in your class have put their wishes on a wishing tree. These include their wishes for themselves, their school and family. For example, many want more computers in the school. Some want more PE classes. Most of them want to go to university some day. Some others wish to join an exchange students programme.

Board 3
This board shows photos of all the class activities in the past year. They may include class picnics, a Christmas party, a Halloween party and a Japanese festival with food and games.

Board 4
This board displays some of the learners’ projects on “Travelling Abroad”. Learners have looked for information about various countries and presented it with the help of pictures. Countries chosen include Japan and the USA.

Exemplar Assessment Tasks: School Open Day
Task 4: Introducing our Class

Scoring Guide

Aims of Assessment Task
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
•	establish and maintain relationships and routines in school and community situations 
(IDa in KS3)
•	obtain and provide objects, services and information in real and simulated situations 
(IDe in KS3)
•	interpret and use more extensive information through processes or activities such as describing, explaining 
(KDb in KS3)	ID Band 3 (Speaking)
•	making simple greetings
•	making requests for and giving information on a range of familiar topics
•	participating meaningfully in simple simulation and role-play activities with teacher support

KD Band 3 (Speaking)
•	using correct pronunciation and intonation
•	expressing simple ideas, information and opinions on a familiar topic
	Learners are able to provide some simple information on the board in the room. As a result of the frequent errors in pronunciation, intonation and usage, the meaning is sometimes confused.	
	ID Band 4 (Speaking)
•	using conversational strategies to maintain relationships in the school
•	asking for and offering simple services and information
•	participating meaningfully in a range of role-play and other activities with support

KD Band 4 (Speaking)
•	using correct pronunciation, intonation and rhythm 
•	expressing simple ideas, information and opinions on both familiar and less familiar topics
	Learners are able to show a clear awareness of the role s/he plays in introducing the exhibits to the visitor. There is a good attempt to give a detailed presentation with proper emphasis on major items of interest. Despite occasional errors in pronunciation, intonation and usage, the purpose of the activity is adequately conveyed.	

	ID Band 5 (Speaking)
•	using a range of greetings for special occasions
•	asking for and providing services and information on a range of topics
•	participating effectively in a range of role-play and other activities

KD Band 5 (Speaking)
•	using correct pronunciation, intonation and rhythm for particular purposes
•	demonstrating some awareness of how to vary the formality of speech according to situation
	Learners are able to converse at ease in this simulated situation using an appropriately friendly and polite tone. They are able to present relevant information fully and clearly, with attempts to engage the interest of the listener. The language used is largely free of errors.

Exemplar Assessment Tasks: School Open Day 
Task 5: What a day!

School Open Day

The next issue of the school newspaper will be about the school open day. The editor invites students to write about their experiences, their thoughts and feelings on the open day. Write your own entry in about 100 words.

You may like to think about the following questions:
What do you think of the open day?
What role did you play? Did you have any special duty?
What was the most interesting event?
Did you meet anyone interesting?

If you like, give it your own title. For example, 
What an unforgettable day!
A fun day!
A day to forget

Exemplar Assessment Tasks: School Open Day
Task 5: What a day!

Scoring Guide

Aims of Assessment Task
	Expected Performance	Task Specific Criteria	
To assess learners’ ability to:
•	give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events (EDd in KS3)	ED Band 3 (Writing)
•	expressing own imaginative ideas using some phrases or simple sentences

KD Band 3 (Writing)
•	using a small variety of language patterns (e.g. different verb forms and sentence patterns)
	Learners produce a short text using a small variety of language patterns. There is some attempt to describe his/her experiences although much of the writing may be devoted to a description of the events on the open day. There may be many language errors and some parts are unintelligible.	
•	identify and discuss ideas in spoken and written texts, form opinions and express them (KDc in KS3)
	ED Band 4 (Writing)
•	expressing experiences, observations and imaginative ideas by writing short accounts of events and/or characters

KD Band 4 (Writing)
•	employing a range of connectives to express sequence and comparison/ contrast
•	using a range of language patterns for various purposes
	Learners write a simple narrative giving a straight forward account of their experiences. A range of language patterns and connectives is used to lend coherence and variety to the writing. Despite frequent errors, the message of the writing is largely clearly presented.	

	ED Band 5 (Writing)
•	expressing experiences, views, feelings, observations and imaginative ideas through short descriptive and narrative texts, playlets and/or simple poems (including setting, happenings and some details of people)

KD Band 5 (Writing)
•	using a wide range of language patterns for a range of purposes
•	writing with some awareness of tone, style and register
•	showing organization and coherence appropriate for the material
	Learners are able to produce a well-structured piece of writing about their experiences on the open day. A wide range of language is also employed to lend variety and colour to the writing. There is some attempt to build a sense of place and people through description and to add interest. Despite occasional errors, the message has been effectively conveyed.	
	ED Band 6 (Writing)
•	expressing experiences, views, feelings, observations and imaginative ideas through short descriptive and narrative texts, playlets and/or simple poems with some attempts to make good use of the salient features of these text-types
•	producing expressions with an attempt to be interesting and effective

KD Band 6 (Writing)
•	using a range of language patterns for clarity and accuracy
•	planning and producing coherent and structured texts	Learners are able to give an interesting and engaging account of their experiences on the school open day. There is a successful attempt at creating special effects such as humour and exaggeration. The writing is largely free of errors.