Reading Test 1 - Rising Stars

Quick start guide to Rising Stars AssessmentStep 1 Introduce the testsThe tests are linked to the genres and text types recommended by therenewed Framework for Secondary English.Explain to the class that they will take one reading test and two writingtasks each term. This will give them the opportunity to show theirprogress in reading and writing fiction and non-fiction againstaseessment focuses. Results can be used to record and monitor progressthroughout the year.At the end of each term, photocopy the test and give it to the class tocomplete.More information about using the tests is given on pages 6-7.This extract is from a story written in 1897. The narrator is staying at the castle of a man namedthe Count – who turns out to be a rather strange man. The narrator has just spent his first night atthe castle and wakes up.The PrisonerI only slept a few hours when I went to bed, and feeling that I could not sleep any more,got up. I had hung my shaving glass by the window, and was just beginning to shave.Suddenly I felt a hand on my shoulder, and heard the Count's voice saying to me, ‘Goodmorning.’ I started, for it amazed me that I had not seen him, since the reflection of theglass covered the whole room behind me. In starting I had cut myself slightly, but did notnotice it at the moment. Having answered the Count's salutation, I turned to the glassagain to see how I had been mistaken. This time there could be no error, for the man wasclose to me, and I could see him over my shoulder. But there was no reflection of him inthe mirror! The whole room behind me was displayed, but there was no sign of a man init, except myself.This was startling, and coming on the top of so many strange things, was beginning toincrease that vague feeling of uneasiness which I always have when the Count is near. Butat that instant I saw that the cut had bled a little, and the blood was trickling over mychin. I laid down the razor, turning as I did so half round to look for some stickingplaster. When the Count saw my face, his eyes blazed with a sort of demoniac fury, and hesuddenly made a grab at my throat. I drew away and his hand touched the string of beadswhich held the crucifix. It made an instant change in him, for the fury passed so quicklythat I could hardly believe that it was ever there.‘Take care,’ he said, ‘take care how you cut yourself. It is more dangerous that you think inthis country.’ Then, seizing the shaving glass, he went on, ‘And this is the wretched thingthat has done the mischief. It is a foul bauble of man's vanity. Away with it!’ And openingthe window with one wrench of his terrible hand, he flung out the glass, which wasshattered into a thousand pieces on the stones of the courtyard far below. Then hewithdrew without a word. It is very annoying, for I do not see how I am to shave, unless inmy watch-case or the bottom of the shaving pot, which is fortunately of metal.When I went into the dining room, breakfast was prepared, but I could not find the Countanywhere. So I breakfasted alone. It is strange that as yet I have not seen the Count eat ordrink. He must be a very peculiar man! After breakfast I did a little exploring in thecastle. I went out on the stairs, and found a room looking towards the South.The view was magnificent, and from where I stood there was every opportunity of seeingit. The castle is on the very edge of a terrific precipice. A stone falling from the windowwould fall a thousand feet without touching anything! As far as the eye can reach is a seaof green tree tops, with occasionally a deep rift where there is a chasm. Here and thereare silver threads where the rivers wind in deep gorges through the forests.But I am not in heart to describe beauty, for when I had seen the view I explored further.Doors, doors, doors everywhere, and all locked and bolted. In no place save from thewindows in the castle walls is there an available exit. The castle is a veritable prison, and Iam a prisoner!2© Rising Stars UK Ltd 2008. You may photocopy this page. 11Step 2 Mark the testTests and tasks can be marked by the teacher, or by the student.Students may assess their own work or swap tests and mark anotherstudent’s test.Use the mark scheme and your own professional judgement to awardmarks. Do not award half marks.We suggest you annotate the mark grid for the writing task with a tickto indicate the bullet points for which you are awarding credit. Circle orwrite the mark you are giving.Answers and mark schemes for reading testsFearReading Test 1: The PrisonerQ Answer and marking guidance Mk AF Lvl Extra information1 • touch on shoulder1 3 5 1 mark for all correct• voice• no reflection of the man in mirror/glass2 … which I always have (when the Count is near) 1 3 53 blazed – creates association with fire (raging)/lit up like 1 5 6flamesdemoniac – creates associations with devil-like/nonhuman/evil1 74 What happens5 6 4 1 mark for simple, generalised• sudden appearance and lack of a reflectionand/or brief comments relating• sudden changes in behaviourto each heading• warning about cutting self5 2 or 3 marks for answers which• hand throwing mirrorsupport a general comment• not eating or drinkingwith three or four details fromthe narrator’s thoughtsthe suggestions and which• feeling of unease/exclamationsaddress both of the headings in• remembrances of other eventsdoing so• unusual acceptance of strangeness from narrator6–7 4 or 5 marks for answers whichrefer to a full range of detailfrom both lists and refer closelyto the text5 any two from:1 4 6• first engages reader into the narrative1 7• puts the drama into a beautiful/dramatic setting• balances need to escape with the impossibility of escape• emphasises that he (the narrator) is trapped• adds to conventional Gothic image53Step 3 Generate a levelThis is a good opportunity for peer assessment. Use the mark and levelthreshold tables to convert the student’s mark to a sub-level. The finalrow in each table gives an overall sub-level for each term’s tests. If youhave the CD-ROM version of KS3 English Tests and Tasks you can use theinteractive Level Calculator to convert marks to levels automatically.The mark and level threshold pages also include a summary of thedistribution of marks and levels for each test.The marks and level thresholds for Year 9Reading testsBalance of marks and levels in each reading test:NC level Test 1 Test 2 Test 34 2 0 05 8 8 86 12 15 177 10 9 12Total 32 32 32Mark ranges and level thresholdsReading Test 13a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a4 5–6 7–8 9–10 11–12 13–15 16–18 19–20 21–22 23–25 26–27 28–29 30–32Reading Test 23a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a3–4 5–6 7–8 9–10 11–12 13–15 16–18 19–20 21–22 23–25 26–27 28–30 31–32Reading Test 33a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a2 3 4–5 6–7 8–9 10–12 13–15 16–17 18–20 21–23 24–25 26–28 29–32Combined reading tests for Year 85c 5b 5a 6c 6b 3a 4c 4b 4a 6a 7c 7b 7a9–11 12–17 18–23 24–29 30–37 38–45 46–53 54–60 61–67 68–75 76–82 83–89 90–96Step 4 Feed back to the studentsUse a five-minute session with students to talk through the test and74give them the opportunity to make their own corrections. Identifystrengths and weaknesses and agree targets for learning.Encourage students to complete the diagnostic profile for reading and self-assessment sheets forwriting after each test or task. Students can keep these sheets and use them to record their progressthroughout the year.