End of Year Sample

ASSESSMENT ITEMS FOR S.1 AND S.2

ENGLISH
LANGUAGE
UPDATED VERSION

2022
SENIOR ONE ENGLISH LANGUAGE SAMPLE ASSESSMENT ITEMS
Guidance to the Teacher
The purpose of providing these sample items is to guide you on setting end-of- year assessment
items for learners of Senior One. Please note that:
1. There are two papers in a standard English Language examination. Paper One
assesses both functional and creative writing, while Paper Two assesses grammar,
comprehension and summary. You should ensure that the paper set for learners at
this level is an integrated one: having a blend of both papers. Please note that the
skills and learning outcomes per section have been integrated.
2. This document gives you samples of short and an extended response items, plus
guidelines on how to score them.
3. A learner is expected to spend a maximum of three minutes on each short response
item and 40 minutes on the extended response item.
4. Total time allocated to this paper is 2hours.
NB: The items in this document are samples that you may use to set others for the full paper.

1. SHORT RESPONSE ITEM

Rewrite the following sentences as instructed in brackets. Do not change the meaning unless
you are told to do so.
 But for Mary’s bravery, I would have been robbed of my wallet.
(Give the antonym for the underlined word) Refer to the syllabus book page 28 Learning
Outcome (g).
……………………………………………………………………………………….
teacher joseph is coming to teach us english language sarah informed the class
(Punctuate the above sentence correctly) Refer to the Syllabus book page 28 Learning
Outcome (i).
……………………………………………………………………………………………………
……………………………………….
2. EXTENDED RESPONSE ITEM

1.(Functional writing)
You are a Senior One student who was admitted to Kaso High School on merit. Kaso is a purely day
school and you have unfortunately failed to settle in, due to the long distance to and from school every
day. There is a very good school in your neighbourhood which you would like to join next year, in order
to reduce on your travel time. You are the student in the above context; write a letter to the Head
teacher of your preferred school. Refer to the syllabus book page 37 Learning Outcomes (q, r, s), 38
(a-g).
ASSESSMENT GUIDE
SHORT RESPONSE ITEMS
1. But for Mary’s bravery, I would have been robbed of my wallet.
(Give the antonym for the underlined word)
……………………………………………………………………………………
2. teacher joseph is coming to teach us english language sarah informed the class
(Punctuate the above sentence correctly)
…………………………………………………………………………………………
Guide
For each item, score 1 if a learner gives the correct response without changing the meaning of
the sentences.
1 score x number of items = 2 scores.

EXTENDED RESPONSE ITEM

TASK: Write a letter to the head teacher of your preferred school .
Output Basis of Relevance Accuracy Coherency
evaluation
A Format A learner scores: A learner scores: A learner scores:
formal/letter 3 for 5-6 or 3 for 5-6 or 3 for 5-6 or
of 2 for 3-4 or 2 for 3-4 or 2 for 3-4 or
application 1 for 1-2 for 1 for 1-2 for 1 for 1-2 for
relevantly (in correctly logically
relation to the placing/using the using/placing the
given task) following;
following;
addresses, date,
addresses, date,
placing/using the salutation,
salutation, subject,
following; subject, at least
at least three
addresses, date, three paragraphs,
paragraphs,
salutation, signing off.
signing off.
subject, at least
three paragraphs,
signing off.
A learner scores:
A learner scores:
Content 3 for all the 3 or
3 for all the 3 or 2 for 2, or
2 for 2 or A learner scores:
 Output Basis of Relevance Accuracy Coherency
evaluation
1 for 1, for 3 for all the 3, or 1 for 1, for
relevantly 2 for 2, or logically
using/placing 1 for 1, for correctly using/placing
content in: using/placing content in:
Introduction (1st content in: Introduction (1st
paragraph) Introduction (1st paragraph)
Stating the paragraph) Stating Stating the
purpose of the purpose of purpose of
writing, writing, writing,
Body (2nd Body (2nd Body (2nd
paragraph) paragraph) broaden paragraph)
broaden the the reasons for the broaden the
reasons for the need to change reasons for the
need to change school need to change
school Conclusion school
Conclusion (concluding Conclusion
(concluding remarks). (concluding
remarks). remarks).

A learner scores: A learner scores:

A learner scores:
Language A learner scores: 3 for 5-6 or
3 for 5-6 or
3 for 5-6 or 2 for 3-4 or
2 for 3-4 or
2 for 3-4 or 1 for 1-2 for
1 for 1-2 for
1 for 1-2 for logically
correctly
relevantly placing/using the
placing/using the
placing/using the following aspects;
following aspects;
following aspects; formal/official
formal/official
formal/official English language,
English language,
English language, sentence
sentence structures,
sentence structures,
punctuation, other
structures, punctuation,
parts of speech,
punctuation, other parts of
spellings,
other parts of speech, spellings,
handwriting.
speech, spellings, handwriting.
handwriting.

Total Score= 27 (add one for excellence if it is well deserved)

SENIOR TWO ENGLISH LANGUAGE SAMPLE ASSESSMENT ITEMS
Guidance to the Teacher
The purpose of providing these sample items is to guide you on setting end-of- year assessment
items for learners of Senior Two. Please note that:
1. There are two papers in a standard English language examination. Paper One
assesses both functional and creative writing, while Paper Two assesses grammar,
comprehension and summary.
2. You should ensure that the paper set for learners at this level is an integrated one;
having a blend of both papers. Please note that the skills and learning outcomes per
section have been integrated.
3. This document gives you samples of short and extended response items, plus
guidelines on how to score them.
4. A learner is expected to spend a maximum of three minutes on each short response
item and 40 minutes on the extended response item.
5. Total time allocated to this paper is 2hours.

NB: The items in this document are samples that you may use to set others for the full paper.

SHORT RESPONSE ITEMS

Rewrite the following sentences as instructed in brackets. Do not change the meaning unless
you are told to do so.
 Maggie likes teaching. Fortunate likes teaching.
(Join into one sentence using …. as well as…) Refer to the syllabus book page 28 Learning Outcome
(k).
……………………………………………………………………………………………
 Jonan used to eat meat every day. Jonan is used to eating meat every day.
(State the difference in meaning between the two statements) Refer to the Syllabus book page
41 Learning Outcome (q).

………………………………………………………………………………………………………
……………….
EXTENDED RESPONSE ITEM
Creative Writing
 Kakuru has run short of money, yet he urgently needs it. It is evening and all banks are closed.
Fortunately, he realises he has money on his mobile account and tries to look for the nearest mobile
money service. He asks a boda man to take him to the nearest mobile money vender who was still
working. Unfortunately, he later finds himself in the middle of the jungle, surrounded by thugs. He
silently prays to God for help. You are the Kakuru in this extract; narrate a story entitled: A Narrow
Escape.
Refer to the syllabus book on pages 33 Learning Outcome (a-k), 38(g), 43 (j), 47 (j, h), 50 (l), 51-56
(b, d, m).

ASSESSMENT GUIDE
1.SHORT RESPONSE ITEM

Rewrite the following sentences as instructed in brackets. Do not change the meaning
unless you are told to do so.
 Maggie likes teaching. Fortunate likes teaching.
(Join into one sentence using …. as well as…)
 …………………………………………………………………………………………… Jonan
used to eat meat every day. Jonan is used to eating meat every day.
(State the difference in meaning between the two statements)
……………………………………………………………………………………………

Guide
A learner:
scores 2 if he/she correctly writes all the two responses following the given instructions.
scores 1 if he/she correctly writes only one of the definite responses following the given
instructions.
Total 2 points x1 = 2 scores)
EXTENDED RESPONSE ITEM
TASK: You are the Kakuru in this context, narrate a story entitled: A Narrow Escape.

Output Basis of Relevance Accuracy Coherency

evaluation

A written Content A learner scores: A learner scores: A learner scores:

compositi 3 for 5-7, 3 for 5-7, 3 for 5-7,
on 2 for 3-4, 2 for 3-4, 2 for 3-4,
1 for 1-2, 1 for 1-2, 1 for 1-2,
for relevantly (in for correctly for logically
relation to the set writing/using: the using/writing: the
task) given title, a narrative given title, a
using/writing: the composition piece, narrative
given title, a an original piece with composition
narrative an introduction, piece, an original
composition rising action, climax, piece with an
piece, an original falling action and introduction,
Language piece with an conclusion. rising action,
introduction, climax, falling
rising action, action and
climax, falling conclusion.
action and
conclusion.

A learner scores: A learner scores: A learner scores:

3 for 7-10, or 3 for 7-10, or 3 for 7-10, or
2 for 4-6, or 2 for 4-6, or 2 for 4-6, or
1 for 1-3, for 1 for 1-3, for 1 for 1-3, for
relevantly using correctly using the logically using the
these language following language following
aspects: use of the aspects: use of the 1st language aspects:
1st person, use of person, use of the use of the 1st
the past tense, past tense, parts of person, use of the
parts of speech, speech, sentence past tense, parts
sentence structures, spellings, of speech,
structures, use of figures of sentence
spellings, use of speech, use of direct structures,
 simple figures of speech, vocabulary, spellings, use of
speech, use of originality and simple figures of
direct speech, appealing to the five speech, use of
vocabulary, senses. direct speech,
originality and vocabulary,
appealing to the originality and
five senses. appealing to the
five senses.

Total score = 18(add one for excellence if it is well deserved)