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For the Teacher

Summit 2 Assessment includes:

• An Achievement Test for each of the ten units in Summit 2
• A Review Test for Units 1–5
• A Review Test for Units 6–10
• A Final Exam
These tests are designed to give students who are using Summit 2 an opportunity to
demonstrate their mastery of what they have studied. All tests include a General Test, a
Writing Test, and a Speaking Test.
Also included are:
• An audioscript for the listening comprehension items
• Answer keys for all General Tests
ABOUT THE TESTS

UNIT GENERAL TESTS

The Unit General Tests offer the opportunity to evaluate student progress on a unit-by-unit
basis. Each General Test is designed to be given upon completion of the corresponding unit in
the Student’s Book. Each General Test contains 33 items and evaluates students’ progress in:
• Listening • Social language • Vocabulary
• Grammar • Reading

UNIT SPEAKING AND WRITING TESTS

There is one Unit Speaking Test and one Unit Writing Test provided for each of the 10 units in
the Student’s Book. These tests evaluate student progress in the speaking and writing skills
taught in the corresponding units. They are designed to be given separately, to afford the
students ample time to produce their spoken and written responses. Each Unit Test contains
two items.

UNITS 1–5 AND UNITS 6–10 REVIEW GENERAL TESTS

The Units 1–5 and Units 6–10 Review General Tests provide cumulative assessment at mid-
and end-of-term. They are designed to be given after Units 1–5 and Units 6–10 respectively.
Each Review Test contains 60 items that target the language taught throughout the previous
five units.

UNITS 1–5 AND UNITS 6–10 REVIEW SPEAKING AND WRITING TESTS
The Units 1–5 and the Units 6–10 Review Speaking and Writing Tests provide additional
cumulative assessment of the Speaking and Writing skills. Each test contains several topics
for students to choose from. The topics are designed to encourage students to use the
language taught in the corresponding five units. Each Review Test contains two items.

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 Page 2 of 7

FINAL EXAM GENERAL TEST

The Final Exam General Test is a cumulative test covering all 10 units. The Final Exam
contains 70 items that target the language of all previous units.

FINAL EXAM SPEAKING AND WRITING TESTS

The Final Exam Speaking and Writing Tests provide cumulative assessment of the speaking
and writing skills covered in all 10 units. Each Final Exam contains two items.

TIMING
Each Unit General Test is designed to take approximately 25 to 30 minutes to administer. The
Units 1–5 and Units 6–10 Review General Tests and the Final Exam General Test require
approximately 50 minutes. Teachers may allow more or less time for any given test, depending
on the needs of their students, without affecting the validity of the test. All Speaking and
Writing Tests are designed to be conducted at a separate time. Make sure students have
ample time to choose their topics and prepare before they speak or write.

SCORING THE TESTS

Number of Items Points per Item Total Points
Unit General Tests 33 3 99 (add 1 “free”
point to equal 100
points)
Unit Speaking Tests 2 20 40
Unit Writing Tests 2 20 40

Units 1–5 Review General Test 60 1 60

Units 1–5 Review Speaking Test 2 20 40
Units 1–5 Review Writing Test 2 20 40

Units 6–10 Review General Test 60 1 60

Units 6–10 Review Speaking Test 2 20 40
Units 6–10 Review Writing Test 2 20 40

Final Exam 70 1.4 98 (add 2 “free”

points to equal 100
points)

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SCORING RUBRICS FOR SPEAKING AND WRITING

In order to evaluate the Speaking and Writing items, use the following rubrics.

SUMMIT 2 SPEAKING RUBRIC [Total 20 Points]

1 2 3 4
Appropriateness Can produce Can produce a Can draw from Can confidently draw
vocabulary, range of vocabulary, a wide range of from a wide range of
collocations, and collocations and resources in terms of resources in terms of
functions limited some complex vocabulary, structure, vocabulary, structure,
to the topic and functions. Is able and functions. and functions.
express ideas and to express ideas Has a broad Has a broad
opinions relevant to and opinions with lexical repertoire lexical repertoire
the topic but often only some obvious including idiomatic including idiomatic
needs assistance or searching for words. expressions. expressions and
modeling. specialist language.
Completeness Addresses limited Addresses some Addresses most Addresses all
aspects of the talk or aspects of the talk aspects of the talk aspects of the
conversation. or conversation with or conversation talk or adequately
some complexity. with appropriate completes the
Interactions are complexity. conversation,
incomplete. Interactions are utilizing a broad
adequately complete. lexical repertoire,
including idiomatic
expressions.
Accuracy Can communicate Can communicate Can use the Can consistently
with a range with accuracy on a language fluently, communicate with
of structures good range of topics. accurately, and a high degree of
and functional Makes occasional effectively on a wide confidence and
language. Makes errors when dealing range of topics, accuracy across
some mistakes with complex marking clearly a very wide range
when talking about abstract topics but the relationships of complex and
unfamiliar or more these do not prevent between ideas. abstract topics.
abstract topics. understanding. Can Can communicate Can communicate
self-correct. spontaneously with spontaneously
good grammatical with excellent
control. Very control of language
occasional minor including idiomatic
errors that do not expressions and
distract. complex grammatical
structures. Makes
very few mistakes
and can self-correct.
(continued)

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1 2 3 4
Quality of Can expand on Can express ideas Can express ideas Can consistently
Interaction points and express and opinions and opinions and express ideas and
and invite points of with precision connect contributions opinions and connect
view, although not and present and of other speakers contributions of other
always fluently on respond to complex coherently. speakers coherently.
unfamiliar topics. lines of argument Can respond Responds
Can reformulate convincingly. spontaneously spontaneously,
responses and check Can follow up on and be flexible in a confidently,
understanding. statements and variety of contexts and flexibly in a
inferences. Often and can manipulate wide variety of
selects language language for contexts and can
appropriate to the humor and emotive manipulate language
context and audience purposes. Can for humor and
and paraphrases generally exploit a emotive purposes.
where necessary. range of functions, Can exploit a
take the floor, and range of complex
argue a viewpoint functions and
convincingly. Can argue a viewpoint
usually infer and convincingly. Can
express attitude, infer and express
mood, and intention. attitude, mood, and
Usually selects intention. Always
language appropriate selects language
to the audience. appropriate to the
audience.
Complexity Can connect Can communicate Can maintain and Can present clearly
simple clauses and using longer develop extended focused information
sentences although stretches of responses using and points of view
pausing and repair connected clauses appropriate using extended
can interrupt the flow and functional language to express stretches of
of longer responses. language (e.g. cause evaluation, support language. Can talk
Can maintain a and effect, compare, ideas, and give about a variety of
description or contrast). May need relevant examples. topics and effectively
narrative using to pause or repair Can use cohesive connect ideas and
linking words and when handling more devices to connect arguments with
devices. Generally complex matters. arguments, though complex language.
intelligible and can Uses stress and this may break down Occasional hesitation
use basic stress and intonation to support at times or need when searching for
intonation to support meaning. reformulating. Uses expressions. Uses
meaning. stress and intonation stress and intonation
effectively to convey to convey meaning
meaning, and effectively.
hesitations are only
minor.

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SUMMIT 2 WRITING RUBRIC [Total 20 Points]

0/1 2 3 4
Appropriateness Can write complete Can write Can confidently Can confidently
but basic sentences straightforward write clear, detailed write straightforward,
and phrases on paragraphs and information on a clear information
familiar topics and simple, brief essays wide variety of on complex and
personal information, on known topics and general and familiar unfamiliar topics,
utilizing simple routine information. topics, using as well as clear,
connectors. Can Can offer opinions, functional language detailed information
produce familiar summarize, and to express opinions. on familiar topics.
forms of everyday report on familiar Can systematically Can systemically
routine utilizing subjects with some develop and develop and present
simple structures. confidence. Can present a focused an interesting,
Can describe narrate a story and description, narrative, engaging, and
basic feelings and give basic details or argument, with persuasive argument
reactions in simple, of an event. Can supporting details utilizing complex and
connected text. write an adequate for or against a cohesive devices.
description or particular point of Has good control
narrative as part view with complex of personal voice,
of an article or language. Can humor, etc. Can
review. Can express evaluate, synthesize, summarize from a
opinions in short, and summarize range of external
simple essays on information from sources.
familiar topics. Can other sources.
incorporate some Can produce
relevant detail from standard features of
external sources. different text types
appropriately.

Completeness Addresses some Addresses most Addresses all Addresses all

aspects of the topic aspects of the topic, aspects of the topic aspects of the
or assignment. Has or assignment. or assignment. topic or assignment
control of a set of Can link a series Paragraphs include with a high degree
basic structures, of shorter, discrete, topic statements. of accuracy. Has
words, and phrases simple elements Essays include good control of the
for everyday into a connected, three paragraphs. logical ordering
situations but makes linear sequence of Sentence length of argument and
basic mistakes when points. Can write is appropriate to standard features
dealing with all but in appropriate the task. Can use of a wide range of
the most familiar paragraphs and paraphrase to avoid texts. Paragraphs are
forms of writing. generally maintain repetition. Has of sufficient length
logical ordering of a good range of to present point
information across discourse devices completely.
the whole text. but lexical gaps
can still cause
circumlocution.

(continued)

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0/1 2 3 4
Accuracy Generally uses an Communicates with Communicates Communicates with
appropriate range good degree of with accuracy on a high degree of
of words, structures, accuracy in familiar most topics and accuracy on a wide
and phrases for formats. Generally in most contexts. range of complex
familiar and everyday uses vocabulary Uses a good range topics. Occasional
forms of writing. appropriate to of vocabulary, small errors that
Can produce a basic the topic. Makes collocations and do not affect
range of functional few mistakes in functions and can comprehension.
language in simple punctuation of less express ideas Uses a broad
form. Vocabulary is familiar formats and and opinions on lexical repertoire
usually appropriate in spelling of less some abstract and including idioms,
to topic. Makes familiar words. cultural topics. May fixed phrases, and
some mistakes in make errors in structures. Generally
punctuation of less very unfamiliar or accurate punctuation
familiar formats and abstract topics but and spelling.
in spelling of less these do not prevent
familiar words. understanding.
Makes very
few mistakes in
punctuation and
with only less
familiar formats and
in spelling of less
familiar words.

Clarity Can write short, Has a good Can write with Can write with high
simple notes and understanding of clarity on most degree of clarity
messages relating to standard features of topics. Ideas are on a wide range
matters in areas of texts when dealing well organized and of familiar and
immediate need. Can with familiar topics presented in a clear unfamiliar topics.
write a very simple, or contexts for an and logical manner. Can manipulate
informal, personal article, review, or Utilizes transitions language for
email/letter with informal letter/email. appropriately. Details emotional purpose.
generally appropriate Ideas are presented and supporting Can accurately
opening and closing. in generally material are used as connect arguments
Can connect organized and clear necessary to clarify across paragraphs
simple clauses and manner. and illustrate ideas. using cohesive
sentences Has very Can use cohesive devices. Transitions
limited understanding devices to connect are smooth. Essays
of features of text. arguments across contain convincing
paragraphs, though viewpoints.
this may be awkward
in places.

(continued)

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0/1 2 3 4
Complexity Uses a somewhat Uses a range of Uses a good variety Uses a wide range of
appropriate range words, structures, of vocabulary, resources in order to
of words, structures, and simple sentence structures, enhance vocabulary,
and phrases for collocations. Can and functions, and structure, and
familiar and everyday use functional can express ideas functions.
forms of writing. language to deal and opinions on
Can produce a basic with less familiar some abstract and
range of simple, but everyday topics, cultural topics. Can
functional language. e.g. complaining, paraphrase to avoid
refusing, etc., but can repetition. Has
only produce a very a good range of
limited range of more discourse devices
complex language. but lexical gaps
can still cause
circumlocution.

Summit 2, Third Edition For the Teacher

Copyright © 2017 by Pearson Education, Inc. Duplication for classroom use is permitted.