The following tests are available for each of Campaign Levels 1 – 3:
- Quick Test Units 1 and 2
- Quick Test Units 3 and 4
- Quick Test Units 5 and 6
- Mid-Course Test
- Quick Test Units 7 and 8
- Quick Test Units 9 and 10
- Quick Test Units 11 and 12
- End-of-Course Test
The following keys and guides are also available
- Quick Test Answer Keys
- Mid-Course/End-of-Course Skills Standard
- Marking Notes
- Listening Scripts (Level 1)
Introduction | Preparation Tips | Using the Tests | Marking Notes |
Test Administration |Giving Feedback
You should always bear in mind that these tests are progress/achievement tests and relate directly to the content of Campaign. As such, they should prove to be an invaluable tool through which you can assess the extent to which students have assimilated course materials. You may also find it helpful to use the information the test results provide to prepare any additional remedial lessons or to suggest individual student work/self access programmes.
We have provided this guide to help you and your students get the most out of the Campaign Quick Tests.
1 Give your class time to prepare for the test. Explain that the tests are as much for you as they are for them, as the results will let you know which areas your class needs to practise a bit more.
2 Explain the format of the test, exactly what your students will be expected to do, and how long each section is going to take.
3 Course time permitting, ask students to suggest some language or skill areas they would like to practise before they take the test. If you’re pressed for time and have to work to a tight schedule, you may wish to draw students’ attention to the online Campaign Web Guides which provide unit-by-unit weblinks to content and language practice sites.
4 Students may find it easier to revise unit content after each unit rather than every two units. This may reduce any possible pre-test tension.
5 When photocopying the tests it’s very easy to miss out a page, so you might like to check that you’ve copied every page, that the copies are legible and that there are no pages with parts of the test missing (e.g. tops and bottoms of pages).
6 Make sure your students know whether they can write on the test paper or not.
7 For the listening tests, make sure you have tried out the acoustics of the classroom in advance and that you are satisfied that your class will be able to hear the recordings clearly.
8 Each of the double unit tests for Level 1 has been designed to take roughly 20 minutes. At Levels 2 and 3 each double unit test should take roughly 40 minutes including test administration time. For Levels 2 and 3, if you have classes of one hour, we suggest you use the first 15 minutes of the lesson to allow students some final quiet preparation time.
Using the Tests
The unit tests each comprise two sections which assess grammar and vocabulary respectively. We have not added additional sections to assess reading, writing and listening until the mid and end-of-course tests. This is to avoid possible assessment overload.
The grammar and vocabulary assessed mirror the main structures and key lexis presented in each double unit.
The test design enables papers to be marked relatively quickly.
Whilst there is an element of reading in both the grammar and vocabulary tasks, reading is assessed as a separate skill only in the mid- and end-of-course tests.
Writing is assessed only in the mid- and end-of-course tests.
We have deliberately not provided you with any rating scales. This is to allow you either to use any in-house scales or to give you the freedom to develop your own.
It’s important for your students to know the elements you intend to assess, so we would recommend that you make it clear that you will be looking for elements A, B and C in one writing task and perhaps A, D, and E in another.
When providing feedback, students can be offered additional support in those areas of greatest need by referring them to specific sections in Campaign.
Listening is assessed only in the mid- and end-of-course tests. The scripts for both tests can be downloaded from this site.
You can download the audio files directly from this site. Under ‘Audio’, click on the tracks you would like to download. Note that you will need Windows Media Player to access these files.
The mid-course listening test will take approximately 10 minutes to complete.
The end-of-course listening test will take approximately 15 minutes to complete.
Levels 2 and 3
In the test keys, the track listings from the Campaign 2 & 3 Class CDs are clearly detailed for each task. The scripts can be found in the relevant student and teacher’s books.
For ease of reference, the following tracks have been used:
Level 2 Audio Tracks
Mid-course test Task 1 Unit 2, alpha, Task 6
Task 2 Unit 2, delta, Task 2
Task 3 Unit 3, echo, Task 6
Task 4 Unit 5 delta, Task 7
End-of-course test Task 1 Unit 6, delta, Task 5
Task 2 Unit 8, bravo, Task 6
Task 3 Unit 9, bravo, Task 5
Task 4 Unit 11, charlie, Tasks 8 & 9
Both listening tests will take approximately 25 minutes to complete.
Level 3 Audio Tracks
Mid-course test Task 1 Unit 3, Track 19
Task 2 Unit 4, Track 31
Task 3 Unit 5, Track 38
Task 4 Unit 6, Track 46
End-of-course test Task 1 Unit 8, Task 5, Track 20
Task 2 Unit 9, Task 5, Track 2
Task 3 Unit 10, Track 82
Task 4 Unit 12, Track 100
Both listening tests will take approximately 35 minutes to complete.
You should play the listening texts once only. Remember that the students will normally already have heard these recordings, so one playing only is recommended.
When you have corrected the listening papers, and where any tasks have proven problematic, you may like to review these with the class.
Attempt to ascertain what the main problems were with any task in which your students have not performed as well as anticipated. When eliciting feedback, you may wish to consider such things as the type of text (monologue, dialogue), length (short, long), the speakers (native, non-native), familiarity with the task format, loudness and clarity of the recording using your classroom equipment, and overall familiarity with the topic.
Tempting though it might be, it isn’t advisable to ask students to read the transcript of the recordings during test revision. Remember that the focus is on listening and not listening and reading, so please play back those excerpts of the recording that highlight the correct answers. By so doing, you may discover specific areas you can exploit for further listening practice
Speaking is assessed only in the mid- and end-of-course tests.
The speaking assessment should be carried out in as student-friendly a way as possible. We suggest that instead of simulating stressful high stakes test conditions, you conduct the test at your desk with one student while the others are working quietly on a task.
Where the speaking test contains a prepared briefing, these should be done in class time. However, it is essential that you focus entirely on the language of the briefing. Do not be swayed by impressive PowerPoint graphics or OHT map overlays, or by a student’s ability to use presentation equipment.
As with the writing test, tell the students what you will be looking for and how they will be assessed. The fewer the number of elements assessed, the easier the test will be to score.
You may wish to focus on the structure of the briefing, the appropriacy of language used, or clarity of delivery, etc. This may well depend on your in-house rating scale for spoken performance or on individual elements that you have chosen to focus on.
Try to create a friendly atmosphere by thanking students for their briefing or by having colleagues applaud.
Make notes of any areas of general weakness for later remedial work in class.
These have been provided for your guidance. You should also accept any correct alternatives that do not appear in the answer keys as some students may surprise you with an unexpectedly sophisticated answer using a complex structure, or with a very simple yet acceptable answer.
We recommend that in the reading and listening tests, you inform students that no marks will be deducted for incorrect spelling, punctuation or grammatical errors. This will allow students to focus on the skill being assessed rather than on the production of perfectly-structured sentences.
You may also like to point out to students that for reading and listening, short, bullet-point type answers are acceptable.
It’s entirely up to you how you mark the test papers. You can give a percentage mark according to the scale provided, or adopt another approach such as excellent/satisfactory/could do better, etc. Whichever marking system you choose, you should not loose sight of the fact that these are progress tests and any overly negative comment(s) or low marks could serve to de-motivate an already-struggling student.
Tests can be stressful at the best of times, even if they are low stakes progress tests. Also, many students do not perform at their best under exam conditions. From a purely motivational perspective, we would suggest that you do not place undue importance on your students gaining a specific score, but encourage them to see their results as a means of confirming how much they have learned and assimilated, as well as which areas need more practice.
It may help to retain normal class seating during the Campaign Quick Tests, as having students take the tests under exam hall-style conditions may add a needlessly stressful factor to an already potentially stressful situation.
Also, if a student requires a few extra minutes to complete a test, why not let them have some more time, if this is possible?
If your class has not performed as well as you had expected, it would be advisable to work through any problem areas before starting on a fresh unit.
Before taking in completed tests, have students check that their names are on each paper.
Please bear in mind the fact that your colleagues may also wish to make use of the Campaign Quick Tests in their classes. We would therefore recommend that, in the interests of test security, you take in all the test papers following revision.
The tests have been designed for quick marking. However, to save you time, the reading and listening tests could be self-corrected.
To avoid demotivating students, we would recommend that the papers are not corrected by peers and that marks are not read out in class, or made known to the other students.
To make the feedback stage as positive and motivating an experience as possible, it would also help to congratulate students on their achievements.
When you give feedback on speaking tests, rather than concentrating on what went wrong or what could be improved at the individual level, you would do well to highlight particularly strong performances and to focus on student progress at the class level.