Formative transfer checks… | Year 8 English · T1 W3–4 · Assessment

These two original sources are different from daily examples and optional practice. The worked key is public, so these are not secure test items. Give Check A on Day 15 and Check B on Day 20; change a case locally if prior access matters. Do not rehearse their numbers, phrases or corrections. They are formative samples of selected Year 8 English analysis and composition, not a grade, diagnosis, mathematics test or achievement-standard decision. Capture the first response, a later edit, exact source phrase, any prompt and access route. Exact adult reading supports listening comprehension; it is not independent print-reading evidence. A calculator may verify arithmetic while English source analysis is recorded separately. If access or fatigue prevents a response, mark not yet observed and revisit. Do not upload names, voices, photos or identifiable work.

Check A Day 15 fresh layout source

New fictional paper source, shown only today:

A drawing has a 10 cm left margin, c paper cards each 16 cm wide, and a 10 cm right margin. The design note writes W = 10 + 16c + 10 = 20 + 16c centimetres. The drawn line is 84 cm long. Four cards use 20 + 16 × 4 = 84 cm; five would use 100 cm. The note has not measured clips, spacing or any real wall.

A draft caption says: “Four cards fill the drawn line exactly, so this display fits on every wall. The four-card result proves the real installation will work.”

All cards, widths, people and results are invented. A real installation needs its own measurements, permission and safety process.

Learner tasks:

Point to or quote the two expressions that give the same model width. Explain in words what was combined.
Give one valid result from the note and find one overclaim in the caption. Explain why the result cannot prove the wider claim.
Write, type, direct or dictate a three- or four-sentence caption for a reader: model/set, sourced example, limitation and one next check. Keep your word choices visible.
Mark a phrase in your revision that helps the reader see the source boundary.

Timing: 2-minute frame, 4-minute exact source reading, 5-minute first response, 7-minute caption, 4-minute self-audit, 3-minute collection. Keep the worked key private while learners respond.

Check B Day 20 fresh time source

New fictional notice, shown only today:

“A paper copy for everyone! Our model session is 40 minutes long. Setup needs 7 minutes. Each complete paper-copy run needs 11 minutes. If b is a non-negative whole number of runs, the model condition is 7 + 11b ≤ 40. Three runs use 7 + 11 × 3 = 40 minutes; four use 51 minutes. Distribution will be arranged before opening. We have not checked queue size, machine faults or how any reader might need the instructions presented.”

This is an invented timing model. No actual machine, queue, distribution or reader need has been studied.

Learner tasks:

Quote one model result the source supports and name its condition.
Identify one headline promise the model cannot establish. Explain what further source or question would matter.
What action is hidden in distribution? Does the notice tell us who will arrange it or that it has happened? Make a truthful revision without inventing an actor.
Make a three- or four-sentence note for a reader who may plan to attend the fictional session. Preserve the valid time result, qualify the promise, identify actor uncertainty and ask a checkable next question.

Timing: 2-minute frame, 4-minute exact source reading, 5-minute first analysis, 7-minute note, 4-minute self-check, 3-minute collection. Use the separate key for feedback after collecting first responses.

Private recording strip