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  • Children’s Oral Tests of Achievement

     
    These tests are designed to assess the level of Spoken English of children between 4 and 11 years of age. Assessment at this level is based upon successful interactions between the candidates and the interlocutors.
    Some of the main features that differentiate these tests from any others include:
     
    • Can never be failed.
    • Can be taken as an entire stand-alone suite before the four skills exams. 
    • Can be taken incrementally as language-level gap-fillers, intermingled with any of the four bottom General English exams.
    • Can be adopted and adapted to suit the language needs of any group of young learners.
     
    The contents for these tests can be found below and are only Suggested Guidelines for teachers/ institutions. They may slightly vary from one teacher/institution to another. Please, feel free to contact your Local Representative for further information.



  • Pruebas Orales de Logro para Niños

     
    Estas pruebas son diseñadas para evaluar la habilidad oral en Inglés de niños entre los 4 y 11 años de edad. La evaluación en este nivel se basa en la interacción exitosa entre los candidatos y el examinador.
    Algunas de las principales características que diferencian a estas pruebas de las demás incluyen:
     
    • Nunca se pueden reprobar.
    • Pueden tomarse como una batería de exámenes independiente, anterior a la de los exámenes de Ingles General, donde sí se evalúan las 4 habilidades.
    • Pueden tomarse de forma escalonada; intercaladas entre cualquiera de los cuatro niveles inferiores de Inglés General.
    • Pueden adoptarse y adaptarse para satisfacer las necesidades lingüísticas de cualquier grupo de niños.

    Los contenidos sugeridos de estas pruebas se pueden encontrar aquí debajo y sólo son Lineamientos Sugeridos para profesores/ instituciones. Estos pueden variar de acuerdo a cada profesor/ institución. Por favor, no dude en contactarse con su Representante Local para más información.


Tests of Achievement Poster

 

Tutorial: What are the Tests of Achievement for Children?

 

  • Children’s Oral Tests of Achievement - Level I

    Recognising the way that young children learn is very important and we at Anglia concentrate on recognition and reception at an early stage!

     

    Suggested Guidelines:

     

    • Numbers from 1 to 10
    • Ask someone’s name 
    • Introducing oneself and others 
    • Talking about age 
    • Giving information: yes/no answers, what, where, who, how many
    • Members of the family 
    • Simple colours, items of clothing, opposites, parts of the body 
    • Simple prepositions: in, on, under 
    • Simple songs, chants, poems, rhymes, etc.

     

    N.B.: The contents described above are only suggested guidelines for teachers/institutions. They may vary from one teacher/institution to another. Please, feel free to contact your local representative for further information.

     

    Overview of Tasks:

    Level

    Time (mins)

    Materials

    Task 1

    Task 2

    Task 3

    Requires preparation by the student?

    Children’s Oral I

    14-16 mins for 3 students maximum

    Pictures or objects from Children’s Oral I word list

    Warm up

    Objects to point to/ name

    Song, Rhyme, Chant

    No/Yes (if Task 3 is done)

     

    Marking Criteria:

    Throughout the Speaking Test candidates are assessed on their individual performance, not in relation to each other. This is so regardless of the format of the test, i.e., one-to-one, in pairs, or in groups of three.

    The examiner assesses the candidates according to the criteria applicable to their own level, and awards marks according to three analytical criteria:

    SKILL TO BE ASSESSED

    MARKS

    PRONUNCIATION

    2

    LANGUAGE USE

    3

    COMMUNICATION & EFFORT

    5

     

    Willingness to try is more important at this level than language proficiency, hence the weighting of the marks.

     

    SKILL TO BE ASSESSED

    DISTRIBUTION OF MARKS

    PRONUNCIATION

    • Little attempt at English pronunciation (1)

    • Attempts English pronunciation (2)

    LANGUAGE USE

    • Holophrastic utterances / Lexis but no structure (1)

    • Some attempt at simple sentences (2)

    • Definite awareness of structure (3)

    COMMUNICATION & EFFORT

    • Minimal attempt to produce language (1)

    • Attempts to produce English words (2)

    • Clearly trying to use language (3)

    • Responds with relevant language (4)

    • Very good effort to use all available language (5)

     

    Relevant Documents

  • Children’s Oral Tests of Achievement - Level II

    Recognising the way that young children learn is very important and we at Anglia concentrate on recognition and reception at an early stage!

     

    Suggested Guidelines:

    Teachers are expected to cover the previous contents plus:

     

    • Numbers from 11 to 100
    • Talking about possession
    • Talking about ability
    • Greetings
    • More colours, items of clothing, parts of the body
    • Simple commands
    • The Present Continuous 
    • Talking about habits/routines (simple verbs) 
    • More prepositions: next to, between, behind 
    • Talking about time (o’clock - half past) 
    • Days of the week 
    • There is - There are 
    • Talking about the weather 
    • Simple songs, chants, poems, rhymes, etc

     

    N.B.: The contents described above are only suggested guidelines for teachers/institutions. They may vary from one teacher/institution to another. Please, feel free to contact your local representative for further information.

     

    Overview of Tasks:

     

    Level

    Time (mins)

    Materials

    Task 1

    Task 2

    Task 3

    Requires preparation by the student?

    Children’s Oral II

    14-17 mins for 3 students maximum

    Pictures or objects from Children’s Oral II word list

    Warm up

    Asking and answering questions about pictures + following/ giving commands

    Song, Rhyme, Chant

    No/Yes (if Task 3 is done)

     

     

    Marking Criteria:

    Throughout the Speaking Test candidates are assessed on their individual performance, not in relation to each other. This is so regardless of the format of the test, i.e., one-to-one, in pairs, or in groups of three.

    The examiner assesses the candidates according to the criteria applicable to their own level, and awards marks according to three analytical criteria:

    SKILL TO BE ASSESSED

    MARKS

    PRONUNCIATION

    2

    LANGUAGE USE

    3

    COMMUNICATION & EFFORT

    5

     

    Willingness to try is more important at this level than language proficiency, hence the weighting of the marks.

    SKILL TO BE ASSESSED

    DISTRIBUTION OF MARKS

    PRONUNCIATION

    • Little attempt at English pronunciation (1)

    • Attempts English pronunciation (2)

    LANGUAGE USE

    • Holophrastic utterances / Lexis but no structure (1)

    • Some attempt at simple sentences (2)

    • Definite awareness of structure (3)

    COMMUNICATION & EFFORT

    • Minimal attempt to produce language (1)

    • Attempts to produce English words (2)

    • Clearly trying to use language (3)

    • Responds with relevant language (4)

    • Very good effort to use all available language (5)

     

    Relevant Documents

  • Children’s Oral Tests of Achievement - Level III

    Recognising the way that young children learn is very important and we at Anglia concentrate on recognition and reception at an early stage!

     

    Suggested Guidelines:

    Teachers are expected to cover the previous contents plus:

    • Numbers – Dates
    • Talking about food
    • Talking about time 
    • More Prepositions 7
    • Shops and places in town 
    • Talking about shapes 
    • More opposites
    • More complex sentences and questions 
    • The Present Simple 
    • Months of the year 
    • Seasons of the year 
    • Possessive Case
    • The Simple Past (simple verbs) 
    • Description of people/places 

     

    N.B.: The contents described above are only suggested guidelines for teachers/institutions. They may vary from one teacher/institution to another. Please, feel free to contact your local representative for further information.

    Overview of Tasks:

    Level

    Time (mins)

    Materials

    Task 1

    Task 2

    Task 3

    Requires preparation by the student?

    Children’s Oral III

    14-18 mins for 3 students maximum

    Pictures or objects from Children’s Oral III word list (story on card)

    + conversation topics

    Warm up

    Asking/ answering questions.

    Story telling

    No/Yes (if Task 3 is done)


    Marking Criteria:

    Throughout the Speaking Test candidates are assessed on their individual performance, not in relation to each other. This is so regardless of the format of the test, i.e., one-to-one, in pairs, or in groups of three.

    The examiner assesses the candidates according to the criteria applicable to their own level, and awards marks according to three analytical criteria:

    SKILL TO BE ASSESSED

    MARKS

    PRONUNCIATION

    2

    LANGUAGE USE

    3

    COMMUNICATION & EFFORT

    5

     

    Willingness to try is more important at this level than language proficiency, hence the weighting of the marks.

     

    SKILL TO BE ASSESSED

    DISTRIBUTION OF MARKS

    PRONUNCIATION

    • Little attempt at English pronunciation (1)

    • Attempts English pronunciation (2)

    LANGUAGE USE

    • Holophrastic utterances / Lexis but no structure (1)

    • Some attempt at simple sentences (2)

    • Definite awareness of structure (3)

    COMMUNICATION & EFFORT

    • Minimal attempt to produce language (1)

    • Attempts to produce English words (2)

    • Clearly trying to use language (3)

    • Responds with relevant language (4)

    • Very good effort to use all available language (5)

     

    Relevant Documents

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