Synchronize Specific Competences Tests

Introduction
Each Synchronize specific competences test focuses on four specific competences from the new LOMLOE
foreign language curriculum, which are outlined below. The tests are designed to focus on what the
students 'can do'. Each test consists of ‘contextualized’, ‘real-world’ scenarios for each activity in order to
best meet this new requirement.

There are 12 specific competences tests for each level of Synchronize – 8 unit tests, 3 end-of-term tests
and 1 end-of-year test. The tests are available in PDF and editable Word formats and accessed from
Oxford Premium. Answer keys and audio scripts are also available.

At the bottom of each test, there is a self-assessment box that students can complete. This will give them
the opportunity to reflect on their own performance. There is also an additional page of self-assessment
boxes on Oxford Premium that you can print and cut out for your students.

Each test is linked to the topic, vocabulary and grammar in each unit and is split into two parts:

Listening, Reading and Writing Test

This is a traditional ‘pen to paper’ test that consists of five sections based on specific competences 1–4:
listening, reading, writing, interaction and mediation. Each test comes with audio.

There is no specified time limit for the test, but you may choose to give students one. We recommend a
reasonable time limit so that students have enough time to complete the exercises, plan and check their
answers. You may also prefer to administer the test over a few lessons, e.g. listening and reading one
lesson, writing one lesson, interaction and mediation one lesson.

Speaking Test
This test consists of three sections based on specific competences 2–4: presentation, interaction and
mediation.

Both tests can be used to assess students formally or informally. Since Synchronize already has a bank of
tests on Oxford Premium as well as the Test Generator, you may prefer that these specific competences
tests are used to assess students informally as part of their continuous assessment. If you choose to
assess students informally, you could consider allowing students to refer to the Student’s Book when
planning the Writing and Presentation sections of the tests.

1 Synchronize • Specific Competences Tests Introduction

 Listening, Reading and Writing Test
Specific Competence 1 (Reception): Listening

‘Understand and interpret oral, written and multimodal texts on everyday, personal and general interest
topics that are clearly expressed in standard language. Extract the general meaning and most important
details by using knowledge and applying strategies such as inferring meaning.’
(Translation of LOMLOE foreign language curriculum (ESO))

This section tests students’ ability to understand different types of listening contexts on everyday topics
that are related to the ones in the Student’s Book. A variety of listening skills are assessed, including
understanding of general meaning, understanding of specific details, recognizing opinions and attitudes
of a speaker, and inferring meaning.

The listening section also tests some of the skills from the Skill UP! boxes in the listening lessons of the
Student’s Book.

Depending on the needs of your students, it may not be necessary to play the audio in each exercise. For
example, you could play the audio in exercises 1 and 2, and then allow your students to complete
exercise 3 and exercise 4 (if available) without the audio. They could then listen to the audio again in the
final exercise to check their answers.

The final exercise is an opportunity for students to listen for a final time to quickly check their answers in
all exercises. They could also use it to check answers that they are unsure of, or to check their answers in
exercise 3 and exercise 4 (if available).

Remind your students to read the questions in each exercise carefully before listening and underline any
key words. In the case of multiple-choice exercises, they should also read the options for each question
as well as underline the key words.

Specific Competence 1 (Reception): Reading

This section tests students’ ability to understand different types of written texts on topics that are
related to the ones in the Student’s Book. A variety of reading skills are assessed, including
understanding general meaning, understanding specific details, recognizing opinions and attitudes of a
writer, and inferring meaning.

The reading section also tests some of the skills from the Skill UP! boxes in the reading lessons of the
Student’s Book.

The final exercise is an opportunity for students to read for a final time to quickly check their answers in
all exercises.

Remind your students to read the questions in each exercise carefully before reading the text and
underline any key words. In the case of multiple-choice exercises, they should also read the options for
each question as well as underline the key words.

2 Synchronize • Specific Competences Tests Introduction

 Specific Competence 2 (Production): Writing

‘Produce simple, average-length, well-organised and original oral, written and multimodal texts on
everyday, personal and general interest topics that are expressed using different materials. Use knowledge
and strategies such as planning, compensation and self-correction to convey relevant messages in a
creative, appropriate and coherent way and respond to specific communication needs using analogue and
digital media.’
(Translation of LOMLOE foreign language curriculum (ESO 4))

The writing section tests students’ ability to produce simple written texts on real-life topics that are
related to the ones in the Student’s Book. The text types are ones that students are familiar with either
from the Student’s Book or in the Writing Workshop in the Workbook.

Unlike more traditional writing tests, students are encouraged to think and plan before writing in this
section. Each writing section includes questions or ideas to help students with their planning. Tell them
how much time they have to plan. Depending on the needs of your students, we recommend ten
minutes.

You may wish to allow students to refer to the Student’s Book or the Writing Workshop in the Workbook
while planning. This may help to remind them of the format of a particular text type. Alternatively, you
could brainstorm ideas with students before the start of the lesson and write their ideas on the board.

Students are also encouraged to check their work after writing. Each writing section includes a short
checklist to remind students of which things they should check for.

Remind students of the word limit and tell them how much time they have to write. Depending on the
needs of your students, we recommend at least 20 minutes. If necessary, you can ask students to do
their writing on a separate piece of paper.

Suggested assessment criteria for writing:

Needs Can do this Can do Can do this very

improvement satisfactorily this well well
(0–2) (3–5) (6–8) (9–10)
Can plan the writing task
effectively
Can follow the task instructions
effectively, including all necessary
information
Can organize ideas and information
logically
Can use vocabulary (including
spelling and word formation) with
some accuracy
Can use grammar and punctuation
with some accuracy
Total / 50
Final score / 10

3 Synchronize • Specific Competences Tests Introduction

 Specific Competence 3 (Interaction): Interaction

‘Interact with other people with increasing independence on everyday, personal and general interest
topics orally, in writing or in a multimodal format. Use knowledge and cooperation strategies that involve
accepting tasks and responsibilities fairly, respectfully and empathetically. Work with analogue and digital
resources to actively participate in synchronous and asynchronous exchanges of information and respond
to specific communication.’
(Translation of LOMLOE foreign language curriculum (ESO 4))

This section tests students’ ability to interact with other people using the functional language and skills
from the Speaking lessons in the Student’s Book. It can also test common areas of written interaction
such as online conversation and discussion.

If the exercise requires students to provide their own answers, the answer key has suggested answers.
When marking this exercise, ensure that students have used the required key phrases from the Student’s
Book correctly in their sentences or questions, so you should be looking for accuracy with vocabulary and
grammar. Depending on the needs of your students, it may be a good idea to ask students to review the
key phrases before they complete the test.

Specific Competence 4 (Mediation): Mediation

‘Mediate between texts or speakers of different languages on everyday, personal and general interest
topics by applying knowledge and analogue and/or digital strategies that aim to explain concepts or
simplify messages. Convey information effectively, clearly and responsibly with empathy, respect, and
critical and ethical awareness, and respond with initiative to specific communication needs.’
(Translation of LOMLOE foreign language curriculum (ESO 4))

This section tests students’ ability to mediate between texts or speakers on everyday topics related to
the ones in the Student’s Book.

Encourage students to read the task carefully and to underline any key words. If the task requires
students to use their own language, remind students not to translate the text word for word. They
should select the information that is necessary from the source text and explain it in their own language.
In most tests, students will need to refer to the reading text. Alternatively, they will need to refer to the
listening section for the task. In this case, play the audio again if necessary and encourage students to
make notes as they listen. You may prefer to give weaker classes the audio script instead.

Remind students that their message should be short. You may want to consider giving students a word
limit, e.g. 30–40 words.

4 Synchronize • Specific Competences Tests Introduction

 Suggested assessment criteria for written mediation:

Needs Can do this Can do this Can do this

improvement satisfactorily well very well
(0–1) (2–3) (4) (5)
Can address all the points in the task

Can use vocabulary and grammar with

some accuracy / Can translate vocabulary
and grammar with some accuracy
Can select information that is necessary
from the source text and omit
information that isn’t necessary
Can paraphrase most of the language in
the source text / Can translate the
relevant information in the source text
Can use an appropriate register, format or
style
Total / 25
Final score /5

Speaking Test
Specific Competence 2 (Production): Presentation

‘Produce simple, average-length, well-organised and original oral, written and multimodal texts on
everyday, personal and general interest topics that are expressed using different materials. Use knowledge
and strategies such as planning, compensation and self-correction to convey relevant messages in a
creative, appropriate and coherent way and respond to specific communication needs using analogue and
digital media.’
(Translation of LOMLOE foreign language curriculum (ESO 4))

This section tests students’ ability to produce simple oral texts on real-life topics that are related to the
ones in the Student’s Book. Students are encouraged to plan before speaking and to practise with a
partner.

Despite the name, students are not required to give a traditional presentation with visual aids.
Essentially, students are asked to speak for an extended period of time on a given everyday topic by
imagining a particular real-life situation. The imaginary situation may involve creating a voice message,
recording or a video. In this case, you may choose to allow students to create a real voice message,
recording or video.

Start the test with a fun warmer to allow students to relax and warm up their voices before the test. This
is so that you can see the students performing at their best.

Think and plan

Give students planning time. Tell them how much time they have to plan. Walk around and monitor.

5 Synchronize • Specific Competences Tests Introduction

 Practise
Place students in pairs to practise. Tell them to ask questions, and think of something positive to say to
their partner. Encourage them to speak slowly and clearly.

Speak
During the test, encourage students to relax and to speak to you as if you are the person/people
mentioned in the task rather than their teacher. Depending on the size of your class, you could choose
Option 1 or Option 2 below.

Option 1:
Take one or two students at a time. The advantage of this is that some students perform best under
more relaxed conditions, without the class watching. Listen and assess the student using the suggested
criteria below.

Option 2:
If the task requires students to create a voice message, recording or video, you may allow them to create
one on their mobile phones and send it to you. You can then listen to their message and assess their
speaking using the suggested criteria below. The advantage of Option 2 is that students can play back
their messages or videos to assess their own performance and you can assess students more closely
outside the classroom. It’s also a great way to develop students’ digital literacy skills.

Suggested assessment criteria for the presentation:

Needs Can do this Can do this Can do this very

improvement satisfactorily well well
(0–2) (3–5) (6–8) (9–10)
Can plan the presentation
effectively
Can answer the question creatively,
appropriately and coherently
Can use vocabulary with some
accuracy
Can use grammar with some
accuracy
Can speak with clear enough
pronunciation to be understood
Total / 50
Final score / 10

6 Synchronize • Specific Competences Tests Introduction

 Specific Competence 3 (Interaction): Spoken Interaction

‘Interact with other people with increasing independence on everyday, personal and general interest
topics orally, in writing or in a multimodal format. Use knowledge and cooperation strategies that involve
accepting tasks and responsibilities fairly, respectfully and empathetically. Work with analogue and digital
resources to actively participate in synchronous and asynchronous exchanges of information and respond
to specific communication.’
(Translation of LOMLOE foreign language curriculum (ESO 4))

This section tests students’ ability to interact with other people using the functional language and skills
from the Speaking lessons in the Student’s Book. It can also test common areas of spoken interaction
such as informal discussion and goal-oriented co-operation. Depending on the needs of your students, it
may be a good idea to ask students to review the key phrases from the Student’s Book before they
complete the test.

This section is done in pairs or groups. The interaction varies to reflect the real-life situation in the task.
If the task suggests a group of four in one exercise, you could split the group into two pairs for the
following exercise. If you have an odd number of students, you could put one group of students into a
group of three for pairwork. The exercise could be done in the group of three with students taking turns
to speak.

Remind students to read the task carefully and to be prepared to make notes if the task requires. Walk
around and listen, assessing students using the suggested criteria below. If an exercise has more than
one part, use all parts to assess students.

Suggested assessment criteria for spoken interaction:

Needs Can do this Can do this Can do this

improvement satisfactorily well very well
(0–1) (2–3) (4) (5)
Can co-operate respectfully with other
students
Can use appropriate key phrases and
apply suggested speaking skills
Can answer questions directed to them

Can invite others to speak, e.g. by

asking questions
Can show empathy, e.g. listening when
others speak
Total / 25
Final score /5

If you have a large class and it’s difficult to assess students individually, then you may prefer to give
students a general mark (/5) using the simplified criteria below.

Score
5 Can do this task very well
4 Can do this task well
2–3 Can do this task satisfactorily
0–1 Needs improvement

7 Synchronize • Specific Competences Tests Introduction

 Specific Competence 4 (Mediation): Mediation

‘Mediate between texts or speakers of different languages on everyday, personal and general interest
topics by applying knowledge and analogue and/or digital strategies that aim to explain concepts or
simplify messages. Convey information effectively, clearly and responsibly with empathy, respect, and
critical and ethical awareness, and respond with initiative to specific communication needs.’
(Translation of LOMLOE foreign language curriculum (ESO 4))

This section tests students’ ability to mediate between texts or speakers on everyday topics related to
the ones in the Student’s Book.

Encourage students to read the task carefully and to underline any key words. If the task requires
students to use their own language, remind students not to translate the text word for word. They
should select the information that is necessary from the source text and explain it in their own language.

Give students time to read the task and think about what they want to say. You may want to allow 5–10
minutes for this.

Encourage students to relax and to speak to you as if you are the person or people mentioned in the task
rather than their teacher. Depending on the size of your class, you could take one or two students at a
time to do the task. Listen and assess the student using the suggested criteria below.

Suggested assessment criteria for spoken mediation:

Needs Can do this Can do this Can do this very

improvement satisfactorily well well
(0–1) (2–3) (4) (5)
Can address all the points in the task
and use an appropriate register,
format or style
Can use vocabulary and grammar
with some accuracy / Can translate
vocabulary and grammar with some
accuracy
Can select information that is
necessary from the source text and
omit information that isn’t necessary
Can paraphrase most of the language
in the source text / Can translate the
relevant information in the source
text
Can speak with clear enough
pronunciation to be understood
Total / 25
Final score /5

8 Synchronize • Specific Competences Tests Introduction