State of Israel
Ministry of Education
Pedagogical Secretariat
Language Department
English Language Education and
Diplomacy and International Communication in English
1. Table of Specifications for Each Module - September 2015
The following are the revised Table of Specifications for exams for those students who are in the 11th grade (September 2015). Students who are in the 12th grade will be taking the same format of exams that were given last year.
Module A - One and Three Point Examinations
Time Allotted: 1 hour and 15 minutes
Access to Information from Spoken Texts
# of pts / # oftexts / Length / # of
questions / Benchmarks / Suggested Text Types / Suggested Task Types
30 / 1 / 400 words
4 minutes / 6 / Foundation / Intermediate / · advice column
· description
· interview
· report / · multiple-choice
· open-ended questions
· sentence completion
understand the general meaning, main ideas, and the sequence of events in a text, and use this knowledge as needed
identify facts, feelings and explicit opinions in a text / understand the general meaning, main ideas and supporting details in a text, and use this knowledge as needed
Module A - One and Three Point Examinations (continued)
Access to Information from Written Texts
# of pts / # oftexts / Length / # of
questions / Benchmarks / Suggested Text Types / Suggested Task Types
70 / 1 / 250-300 / 7-10 / Foundation / Intermediate / · advertisement
· article
· description
· letter/email
· report / · fill-ins
· matching
· multiple-choice
· open-ended questions
· sentence completion
understand the general meaning, main ideas, and the sequence of events in a text, and use this knowledge as needed
identify different text types and use this knowledge as needed
identify facts, feelings and explicit opinions in a text
locate relevant information for a specific purpose / understand the general meaning, main ideas and supporting details in a text, and use this knowledge as needed
use information tools such as a dictionary
Module B – External Students (Registered September 2015)
Time Allotted: 1 hour 30 minutes
Access to Information from Written Texts
# of pts / # oftexts / Length / # of
questions / Benchmarks / Suggested Text Types / Suggested Task Types
60 / 1 / Up to 300 words / 8-10 / Foundation / Intermediate / · descriptive texts such as personal account/human interest article
· informative texts such as advertisement, advice column, brochure, newsletter
· interviews
· letters such as personal letter, letter to the editor
· reviews such as books, films
· surveys / · multiple-choice
· open-ended
· sentence completion
understand the general meaning, main ideas, and the sequence of events in a text, and use this knowledge as needed
identify different text types and use this knowledge as needed
identify facts, feelings and explicit opinions in a text
locate relevant information for a specific purpose / understand the general meaning, main ideas and supporting details in a text, and use this knowledge as needed
identify the features of different text types and use this knowledge as needed
use information tools, such as a dictionary
Module B – External Students Only (continued)
Appreciation of Literature
# ofpts / # of
questions / Benchmarks / Item Description / Suggested Task Types / Higher-Order Thinking Skills
40 / Up to 5 / Foundation / Intermediate / Students answer questions on one short story. / · multiple-choice
· sentence completion
· open-ended / The following is a list of the possible HOTS to be taught:
· Classifying
· Comparing and contrasting
· Distinguishing different perspectives
· Evaluating
· Explaining cause and effect
· Explaining patterns
· Generating possibilities
· Identifying parts and whole
· Inferring
· Making connections
· Predicting
· Problem solving
· Sequencing
· Synthesizing
· Uncovering motives
identify and describe events, setting and main characters in literary texts, using lower-order thinking skills
analyze and interpret literary texts, using higher-order thinking skills
Module C – Three and Four Point Examinations
Time Allotted: 1 hour 30 minutes
Access to Information from Written Texts
# of pts / # oftexts / Length / # of
questions / Benchmarks / Suggested Text Types / Suggested Task Types
70 / 1 / Up to 300 words / 8-10 / Foundation / Intermediate / · article
· descriptive texts such as personal account/ human interest article
· informative texts
· report
· reviews such as books, films / · graphic organizers such as time lines, tables
· multiple-choice
· open-ended
· sentence completion
understand the general meaning, main ideas, and the sequence of events in a text, and use this knowledge as needed
identify different text types and use this knowledge as needed
identify facts, feelings and explicit opinions in a text
locate relevant information for a specific purpose / understand the general meaning, main ideas and supporting details in a text, and use this knowledge as needed
identify the features of different text types and use this knowledge as needed
use information tools, such as a dictionary
Written Social Interaction / Presentation
#pts / #
tasks / Length / Benchmarks / Suggested Task Types
30 / 1 / 70 – 90 words / Foundation / Intermediate / · forms
· description
· informal letter
express feelings, likes and dislikes
describing people, places, things and events
present information on limited content / express and elaborate on personal wishes and opinions
Module D – Four Point Examination
(for students in the 12th grade September 2015)
Time Allotted: 1 hour 45 minutes
Appreciation of Literature
Part A# of Questions / # of Points / Item Description / Possible Item Types / Assessment Criteria
For one text:
3 Basic Understanding
2 Analysis and Interpretation / Total = 85 / Students answer questions on two literary texts: a short story or poem. For each text, students:
· answer three or four Basic Understanding questions
· answer one Analysis and Interpretation question that may include understanding of literary terms.
a. Name the HOTS they chose to answer the question form the list of HOTS in the appendix. They can use any HOTS from the list in the Handbook.
b. Answer the question showing appropriate evidence of the use of the chosen thinking skill.
For one of the texts, students answer an additional Analysis and Interpretation question that may include understanding of literary terms. / multiple-choice
sentence completion
open-ended
extended answer / Content 90%
· Coherence
· Relevance
· Supporting information
· Accuracy of reporting
Language 10%
· Grammar
4 Basic Understanding questions worth 6 pts each (4x6= 24)
3 Basic Understanding questions worth 7 pts each (3x7=21)
Total: 45 pts
For one text:
4 Basic Understanding
1 Analysis and Interpretation
1 Analysis and Interpretation question worth 10 pts
Total # of questions:
7 Basic Understanding
3 Analysis and Interpretation / 2 Analysis and Interpretation questions worth 15 pts each (15x2=30)
The 15 points consist of:
· 10 points for the answer to the question
5 points for using the chosen HOTS appropriately in the answer
Benchmarks / Higher-Order Thinking Skills
· identify and describe events, setting and main characters in literary texts, using lower-order thinking skills
· analyze and interpret literary texts, using higher-order thinking skills
· recognize the use of basic literary techniques in a text, such as repetition, personification, rhythm, and rhyme / Teachers must teach the six HOTS that appear on the exam (in bold):
· Classifying
· Comparing and contrasting
· Distinguishing different perspectives
· Evaluating
· Explaining cause and effect
· Explaining patterns / · Generating possibilities
· Identifying parts and whole
· Inferring
· Making connections
· Predicting
· Problem solving
· Sequencing
· Synthesizing
· Uncovering motives
Part B
# of Questions / # of points / Benchmarks / Item Description / Possible Item Types / Assessment Criteria
1 / 15 / · understand connections understand the historical, social and/or cultural contexts of the text and its author and explain how these are reflected in the text or how they have influenced the writing of the text / Students are given new background information about a literary text studied in class.
Students explain how the background information is connected to an aspect of the text.
(Recommended length: 60 - 80 words.) / extended answer (paragraph) / Content: 90%
· Coherence
· Accurate and explicit connection between the literary text and the new information.
· Supporting details from the text.
Language 10%
· Grammar
Module E - Four and Five Point Examinations
Time Allotted: 1 hour 15 minutes
Access to Information from Spoken Texts
# of pts / # oftxts / Length / Benchmarks / Suggested Text Types / Suggested Task Types
30 / 1 / passage is about four minutes long / Intermediate / Proficiency / · advice column
· conversations with listeners
· interview
· lecture
· news broadcast
· report
· speech / · fill-ins
· multiple-choice
· open-ended
· sentence completion
understand the general meaning, main ideas and supporting details in a text, and use this knowledge as needed
draw inferences in order to identify the points of view in a text, distinguishing fact from opinion / identify and infer the attitudes of the speaker and draw conclusions
Module E - Four and Five Point Examinations (continued)
Access to Information from Written Texts
#pts / #
txts / Length / Benchmarks / Suggested Text Types / Suggested Task Types
70 / 1 / up to 380 words / Intermediate / Proficiency / · article
· informative texts such as advertisement, advice column, brochure, newsletter
· interviews
· letters such as letter to the editor, letter of complaint
· report
· reviews such as books, films
· texts such as personal account/ human interest article / · graphic organizers such as time lines, tables
· multiple-choice
· open-ended
· sentence completion
· t/f with justification
understand the general meaning, main ideas and supporting details in a text, and use this knowledge as needed
identify the features of different text types and use this knowledge as needed
draw inferences in order to identify the points of view in a text, distinguishing fact from opinion
interpret information from visual data, such as graphs, diagrams, and maps extracting relevant information for a specific purpose
use information tools such as dictionary / identify and infer the attitudes of the writer and draw conclusions
transfer information extracted from visual data, such as diagrams
Module F – Five Point Examination
(for students in the 12th grade September 2015)
Time Allotted: 1 hour 45 minutes
Appreciation of Literature
Part A# of Questions / # of points / Item Description / Possible Item Types / Assessment Criteria
Short story/poem:
2 Basic Understanding
2 Analysis and Interpretation / Total = 80 / Students answer questions on (a) a short story or poem and (b) a play or novel. For each text, students:
· answer two Basic Understanding questions
· answer one (for short story or poem) or two (for play or novel) Analysis and Interpretation question that may include understanding of literary terms.
· answer one Analysis and Interpretation question that may include understanding of literary terms where they:
a. Name the HOTS they chose to answer the question from the list of HOTS in the appendix. They can use any HOTS from the list in the Handbook.
b. Answer the question showing evidence of the appropriate use of the chosen thinking skill. / multiple-choice
sentence completion
open-ended
extended answer / Content 80%
· Coherence
· Relevance
· Supporting information
· Accuracy of reporting
Language 20%
· Grammar
· Spelling
· Punctuation
4 Basic Understanding questions worth 5 pts each (5x4=20)
3 Analysis and Interpretation questions = worth 10 pts each (10x3=30)
Play or Novel:
2 Basic Understanding
3 Analysis and Interpretation / 2 Analysis and Interpretation questions worth 15 pts (15x2=30)
The 15 points consist of:
· 10 points for the answer to the question
5 points for using the chosen HOTS appropriately in the answer
Total # of questions:
4 Basic Understanding
5 Analysis and Interpretation
Benchmarks / Higher-Order Thinking Skills
· identify and describe events, setting and main characters in literary texts, using lower-order thinking skills
· analyze and interpret literary texts, using higher-order thinking skills
· recognize and explain the use of literary techniques in a text, such as imagery, irony, metaphor / Teachers must teach the six HOTS that appear on the exam (in bold):
· Classifying
· Comparing and contrasting
· Distinguishing different perspectives
· Evaluating
· Explaining cause and effect
· Explaining patterns / · Generating possibilities
· Identifying parts and whole
· Inferring
· Making connections
· Predicting
· Problem solving
· Sequencing
· Synthesizing
· Uncovering motives
Module F – Five Point Examination (continued)
Part B# of Questions / # of points / Benchmarks / Item Description / Possible Item Types / Assessment Criteria
1 / 20 / · understand the historical, social and/or cultural contexts of the text and its author and explain how these are reflected in the text or how they have influenced the writing of the text / Students are given new background information about a literary text studied in class. Students explain how the background information is connected to an aspect of the text.
(Recommended length: 80-100 words.) / extended answer (paragraph) / Content: 80%
· Coherence
· Accurate and explicit connection between the literary text and the new information.
· Supporting details from the text.
· Language 20%
· Grammar
· Spelling
· Punctuation
Module G - Five Point Examination
Time Allotted: 1 hour 45 minutes
Access to Information from Written Texts
# of pts / # oftxts / Length / Benchmarks / Suggested Text Types / Suggested Task Types
60 / 1 / 450-500 words / Intermediate / Proficiency / · article
· informative texts such as advertisement, advice column, brochure, newsletter
· interviews
· letters such as letter to the editor, letter of complaint
· report
· reviews such as books, films
· texts such as personal account/ human interest article / · graphic organizers such as time lines, tables
· multiple-choice
· open-ended
· sentence completion
· t/f with justification
understand the general meaning, main ideas and supporting details in a text, and use this knowledge as needed
identify the features of different text types and use this knowledge as needed
draw inferences in order to identify the points of view in a text, distinguishing fact from opinion
interpret information from visual data, such as graphs, diagrams, and maps extracting relevant information for a specific purpose
use information tools such as a dictionary / identify and infer the attitudes of the writer and draw conclusions
transfer information extracted from visual data, such as diagrams
Written Presentation