Contents

1 Purpose...................................................................................................................................... 3

1.1 Relationship with the Subject Programme ................................................................................ 3

1.2 Relationship with the Criteria-based Assessment System ........................................................ 3

2. Description of Paper ................................................................................................................. 3

2.1 Assessment Objectives.............................................................................................................. 4

2.2 Balance of Marks ...................................................................................................................... 4

2.3 Language of Assessment ........................................................................................................... 5

3. Management of Exam Process .................................................................................................. 5

4. Marking and Grading process ................................................................................................... 5

5. Grade Description ..................................................................................................................... 5

6. Sample Paper and Mark Scheme .............................................................................................. 6

1 Purpose

The purpose of the Final Attestation is to identify learners’ knowledge and skills acquired
in the process of learning the English Subject Programme in accordance with the State
Compulsory Education Standard of lower secondary education (hereinafter SCES).

1.1 Relationship with the Subject Programme

The Final Attestation covers the content of the English Subject Programme for Grades 10-
11 of secondary education on the updated curriculum. Level of knowledge and skills are defined
by the expected outcomes of SCES.

*The Final Attestation for students studying the shortened version of the standard
curriculum for general secondary education covers the Science and Mathematics strand of the
English Subject Programme for Grades 10 and 11.

1.2 Relationship with the Criteria-based Assessment System

The Final Attestation of learners forms one part of the Criteria-based Assessment System
whichalso consists of formative and summative types of assessment.

2. Description of Paper

Duration of examination 3 hours

Learners will perform the examination paper consisting of two parts: reading and writing.
Part 1: Reading
Maximum mark: 15
Learners read two texts and perform tasks. The volume of the passages will vary from 200 to
450 words.
Learners will read texts and answer 15 questions which test their understanding of the main and
detailed information from the texts given as well as skim-/gist-reading skills, requiring short
(single word/phrase) answers based on the texts of the following types: advertisement, brochures,
leaflets, guides, reports, manuals, instructions, newspaper /magazine articles.
The questions will be of different types: comprehension questions, table completion, YES / NO
/ NOT GIVEN questions, multiple matching, choosing titles for paragraphs.

Dictionaries may not be used at the examination.

 Part 2: Writing
Maximum mark: 25
Learners are required to write approximately 180–220 words of continuous prose in response
toa short stimulus (which may take the form of pictures) and/or short prompts given in the paper.
The written response should be given in the form of an article, a discursive essay, a short story,
or a report.
Learners will choose for writing one topic out of three suggested.

* Students, who take the shortened programme, must choose one of the three suggested topics,
and write an essay of 170-200 words.
Dictionaries may not be used at the examination.
Total mark 40

2.1 Assessment Objectives

AO1 Communicative competence

Learners should be able to:
• understand opinions and views when performing a reading task;
• identify the writer’s argument and opinion;
• deduce the meaning of unknown words from the context before reading an
appropriate text type for detail;
• manage the entire writing process including brainstorming, planning, outlining,
drafting, editing, revising, and proofreading a written text.
AO2 Language competence
Learners should be able to:
• convey the main ideas of a text using a good lexical range and variety of
language with a generally high degree of accuracy;
• write with moderate grammatical accuracy on a wide range of familiar
general and curricular topics;
• create texts of different styles and types, following the grammatical rules
and using linguistic techniques appropriate to the given communicative
situation.
AO3 Intercultural competence and knowledge of modern society
Learners should be able to:
• understand and express their views on social and intercultural issues;
• demonstrate their knowledge of national culture, English speaking
countries’ culture and modern society.

2.2 Balance of Marks

Balance of marks for each assessment objectives is given in the table.

Assessment objectives Total

AO1 Communicative competence 15
AO2 Language competence 15
AO3 Intercultural competence and knowledge of modern 10
society
Total 40
2.3 Language of Assessment

The language of assessment is English.

3. Management of Exam Process

Exams are conducted according to the Model Rules for conducting continuous assessment
for learning, interim and the Final Attestation of learners in educational organisations that
implement general education curricula of primary, lower secondary and upper secondary
education, approved by the Order of the Minister of Education and Science of the Republic of
Kazakhstan «On approval of the Model Rules for conducting continuous assessment of learning
achievements, interim and the Final Attestation of learners for organisation of secondary,
technicaland vocational, post-secondary education» dated March 18, 2008 No. 125, as well as
in accordance with the Instruction for organisation and conduction of the Final Attestation.

4. Marking and Grading process

Marking process of exam papers is conducted by the examination commission based on

the mark scheme.
The marks will be converted into grades according to the scheme below.

Marks Percentage of marks, % Grade

0 - 14 0 - 39 2 (unsatisfactory)
15 - 25 40 - 64 3 (satisfactory)
26 - 35 65 - 84 4 (good)
36 - 40 85 - 100 5 (excellent)

5. Grade Description
The key grade descriptions are provided below to give a general indication of standards of
achievement that can be demonstrated by learners awarded particular grades. The grade awarded
will depend practically upon the extent to which the learner has met the assessment objectives
overall.

Grade Grade Description

Learner
• identifies the main points, specific information and details, the attitude and
opinion of the author in texts on a range of styles and genres within the
framework of familiar topics;
5
• recognises implicit meaning from context;
• uses language flexibly and effectively on a wide range of familiar general
and curricular topics.
Learner experiences some difficulties in
• identifying the main points, specific information and details, the attitude
and opinion of the author in texts on a range of styles and genres within the
framework of familiar topics;
4
• recognising implicit meaning from context;
• using language flexibly and effectively on a wide range of familiar general
and curricular topics.
 Learner struggles to
• identify the main points, specific information and details, the attitude and
opinion of the author in texts on a range of styles and genres within the
framework of familiar topics;
3
• recognise implicit meaning from context;
• use language flexibly and effectively on a wide range of familiar general
and curricular topics.
2 • Learner does not demonstrate basic subject knowledge.

6. Sample Paper and Mark Scheme

This section presents some types of tasks used in the final examination.
Marks available for each task are shown at the end of each question, e.g. [1]. For all
questions, mark schemes will be written alongside the questions to give clear guidance on how
marks are awarded for each question.
Part 1: Reading
Read the information about applying for a job in the leaflet below.

We are hiring!
A prestigious company is looking for qualified employees on positions in
marketing, finance and engineering

Required Qualities:
experience, competence, responsibility

The company
Why should you apply for a  has highly qualified specialists
job in our company?  respects all employees as individuals
 provides personal medical insurance

 continuous training
Opportunities for
 career development
employees
 extensive experience

Contracts are for one year with option to renew

Apply within two weeks Should you be interested, contact Ann Bradley at
from publication date of [email protected]
this advertisement
Tel.: 202-770-6600
 Responsible for developing qualities and skills such as:
 leadership skills
Human Resources  communication skills
Department  problem-solving skills
 computer and technical literacy

This is unique!
Hobbies  The company runs a football team so it would
bean asset if you are keen on sports.

Questions 1-5

Answer the questions using NO MORE THAN THREE WORDS and/or a NUMBER from
theleaflet.

1 What qualities are required to get this position?

[1]

2 What healthcare benefit is offered for employees?

3 What is the time period to apply for a job?

4 What department is aimed at enhancing qualities and skills of employees?

5 What leisure activity is possible to develop within the company?

[Total: 5]
Reading Passage 2

Read the text about virtual reality and choose the right headings A-E for paragraphs 6-9
fromthe list below.
Use each heading only ONCE and write the corresponding letter in the space given.
There is ONE heading that you do not need to use.

A Students Connect with Technology

B Effect on Social Connections
C High Expectations for the Future
D Application of Virtual Reality
E Quality Education Improvement

6 …………………
These days virtual reality is one of the hottest trends in technology development. With the recent
advances in technology, for experts it seems logical that virtual reality is the next stage of
progress in future. Virtual reality has been widely used in a variety of fields such as healthcare,
aviation, military exercising and education. Skillfully applied virtual reality provides significant
support for a great number of high-tech industries, and in some cases has entirely improved their
model.

7 …………………
The potential of virtual reality has been efficiently used in education to create a motivating
interactive environment. Virtual reality involves young people in simulated experience? So that
students can interact with digital 3D model worlds that are both informative and engaging.
Likewise, it has also been applied to online learning and e-learning. The use of virtual reality
impresses learners who find it helpful to understand better and visualize even the most complex
ofeducational subjects. It allows creating detailed environment of any topic in question. It is
obvious that these technological advances bring about overall improvements in students’
performances.

8 …………………
Currently technology has become an important part of students’ lives. Everyday most of their
activities involve technology. Therefore, by implementing virtual reality in classroom, teachers
equip students with necessary tools to take on the next century. The use of technology in
classroom improves students’ ICT (Information Communication Technology) skills. Although,
virtual reality has gained somewhat an entertaining character, students admit that it has become
a popular part of the learning process. This means that they will be familiar and feel friendly with
the modern technology.

9 …………………
Undoubtedly, virtual reality can be a vital component in a variety of spheres. However, its main
disadvantage is that it lessens human interaction. In fact, practice shows that education is based
on interpersonal human communication and connections. According to psychologists, students
acquire and construct knowledge through interactions and discussions. In addition, they have
observed that virtual reality makes the entire experience of getting knowledge different and, on
thewhole, reduces the amount of personal interactions. As in virtual reality, only students and
technology are involved in this process. Accordingly, this may lead to poor communication skills
that may cause problems later in their jobs.
[Total: 4]
Questions 10-15

Read the following statements and decide whether you agree or not by writing

YES if the statement agrees with the claim of the writer

NO if the statement does not agree with the claim of the writer
NOT GIVEN if there is no information about this in the passage

10 Breakthroughs in technology ensure virtual reality to be the next step.

[1]
11 Students communicate with each other online through virtual reality.
[1]
12 Virtual reality provides better understanding of school programme
by students. [1]

13 Virtual reality is widely used to entertain students within the

classroom. [1]

14 This technology has made changes in the ways knowledge is

presented. [1]

15 Virtual reality makes positive impact on students’ interpersonal skills.

[1]

[Total: 6]
Part 2: Writing

Choose one out of the three suggested topics and write an essay of 180-220 words.

* Students, who take the shortened programme, must choose one of the three suggested topics,
and write an essay of 170-200 words.

1 Currently an increasing number of people tend to move to large cities.

What are some of the problems associated with it? What are some of the possible solutions?

2 A growing number of people today prefer career over personal life.

What are some of the problems associated with it? What are some of the possible solutions?

3 The modern society produces huge amount of waste from plastic.

What are some of the problems associated with it? What are some of the possible solutions?
 [25]
]
 Reading Mark scheme
Each question correctly answered scores 1 mark.
Correct spelling is compulsory inall the answers.

# Additional
Answers Mark instructions
1 experience, competence, responsibility 1
2 personal medical insurance 1
3 two weeks 1
4 human resources department 1
5 football 1
6 D 1
7 E 1
8 A 1
9 B 1
10 YES 1
11 NOT GIVEN 1
12 YES 1
13 NO 1
14 YES 1
15 NO 1
 Writing Mark scheme
Writing will be assessed according to the following five criteria: Content, Communication, Organisation, Lexical Resource and
Grammatical Range. The maximum for each criterion is 5 marks. The total maximum for the Writing Part is 25 marks.

Criteria Content Communication Organisation Lexical Resource Grammatical Range

Mark
5 All content is relevant The register or style Text is well organised, A wide range of A wide range of simple
to the task and it of writing is coherent, a variety of vocabulary, including less and complex grammatical
contains full appropriate to a cohesive devices and common lexis, is mostly forms are used with full
information for a particular kind of organizational patterns effective and precise. control, flexibility and
target reader. writing. are flexibly used. Some Minor spelling mistakes deep understanding
exceeding of the word are possible. (appropriate word order,
number (230 words) in Conditionals, Passive
the essay is possible. structures, Present, Past,
Perfect and Future
tenses, Modals, Gerund,
Participle and
Infinitive, Complex
objects). Minor errors if
present can be related to
attempts at more complex
structures.
4 All content is The register or style Text is well organised, A good range of A good range of simple
generally relevant to of writing is generally though with little vocabulary, including less and complex grammatical
the task and it contains appropriate to a inconsistences, it is common lexis, is forms are used with
nearly full information particular kind of coherent with enough on the whole precise and regular control
for a target reader. writing. cohesive devices, which appropriate. There might (appropriate word order,
are used with good be some spelling mistakes. Conditionals, Passive
organizational patterns. structures, Present, Past,
Perfect and Future
tenses, Modals, Gerund,
Participle and Infinitive,
Complex objects). Some
errors if present can be
14
 related to attempts at
more complex structures.
3 Not all the content is The register or styleof Text is organised, Some range of vocabulary, Some range of simple and
relevant to the taskand writing is a bit coherent, cohesive includingcommon lexis, is complex grammatical
it can contain some inappropriate to a devices and reasonably effective and forms (from the list
irrelevant information particular kind of organizational patterns precise. Spelling mistakes above) is used with
for a target reader. writing. are sometimes used are more common. partial control. There may
incorrectly. be some minor and major
errors, not only in
complex sentences.
2 Half of the contentcan The register or styleof Text is, on the whole, An average range of Some basic range of
be relevant to the task writing is partially organized though with vocabulary, including simple and complex
and it partially inappropriate to a inconsistences, partially common lexis, is used grammatical forms isused
contains information particular kind of coherent, some basic ineffectively and not with less control,
for a target reader. writing. cohesive devices and always precisely. Spelling flexibility and
organizational patterns mistakes are more than understanding. Errors if
are used. common. present can be related to
common words and
structures or slips.
1 Most of the content is The register or styleof Text is not well The range of Only several simple and
irrelevant to the task writing is mostly organised, incoherent, vocabulary, including complex grammatical
and it gives very little inappropriate to a cohesive devices and common lexis, is repetitive forms are used with some
information for a particular kind of organizational patterns and narrow, which is used control, flexibility and
target reader. writing. are used most of the time inappropriately. Spelling deep understanding.
incorrectly. mistakes are very frequent. There may be frequent
major and minor errors.
0 There is no attempt to The register or style Text is not organised, The choice of vocabulary Even very simple and
write, or the content is of writing is incoherent, no cohesive is very limited, totally common grammatical
absolutely irrelevant. absolutely devices and ineffective and forms are used totally
inappropriate to a organizational patterns inappropriate. without control, flexibility
particular kind of are not traced. and deep
writing. understanding.

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