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GRADE 9
SYSTEMIC EVALUATION
EXEMPLAR
LANGUAGE TEST
TEACHER’S GUIDE
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BACKGROUND ON THE GRADE 9 SYSTEMIC EVALUATION LANGUAGE TEST EXEMPLAR
This 30 mark practice test offers an example of the structure of the Western Cape Education
Department’s (WCED) Grade 9 Systemic Evaluation (SE) for Language in terms of both the type of
texts used and the type of questions which may be asked based on these texts.
Although the text for this practice test is an informational, non-fiction passage, in line with
curriculum guidelines, the texts used for the Grade 9 Language Systemic Evaluation are chosen from
many genres (e.g. fiction or literary; non-fiction or informational; visual literacy such as maps,
graphs, adverts, charts; poems; interviews). For the SE test, learners are expected to read the texts
and answer the questions independently using a variety of comprehension strategies. Most texts
are about 500 to 600 words in length but some may be shorter, as is the case for this exemplar.
The SE test itself uses authentic testing principles in which texts and associated questions are used
to assess learners’ application of knowledge and skills in Reading and viewing, Thinking and
reasoning, Language structure and use, and Writing. This method of assessment is in contrast to
discrete testing where questions are asked in a decontextualised manner and learners do not
necessarily apply their learning to a new task. While Listening and Speaking (i.e. expressive language
skills) remain important components for teaching the curriculum and contribute to the learners’
overall language development, the format of the SE test means that these Learning Outcomes are
not directly tested.
QUESTION FORMATS
The practice test can be used as a model for the kind of comprehension questions learners should
engage with in any classroom reading literacy development activity and it also shows how Language
structure and use and Writing activities can be integrated into such learning tasks. Some questions
are easy and others are more challenging. An indication of the expected difficulty level of each
example question is provided. The SE test consists mostly of Multiple Choice type questions as well
as some Constructed Response type questions. This practice test also has Multiple Choice question
types, although these are not likely to be a question type learners use often in the classroom. These
questions may be used exactly as they are, as it is useful to expose learners to Multiple Choice
questions. This practice will ensure that they become familiar with this format and will be able to
consider which answer option is most appropriate. The questions can also be changed to a
Constructed Response type where the learner can write in a response. Apart from participating in
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classroom discussions and verbal questioning about texts, it is important for learners to undertake
written comprehensions regularly so that they get used to reading texts independently to find
answers to questions and can then make use of their written expression abilities to convey their
understanding. The ability to write and convey meaning is fundamental for all Learning Areas. The
use of full sentences, correct grammar and punctuation should be stressed for all Constructed
Response questions.
COMPREHENSION LEVELS TESTED
Learners need exposure to comprehension questions which develop not only their basic
understanding of texts and their abilities to locate and retrieve information from them but also
further develop their higher order thinking and reasoning abilities, which are the skills needed for
their progress throughout schooling in all Learning Areas. Three main reading comprehension levels
(Literal; Inferential; Evaluative), widely used in recognised comprehension classification systems (for
example, Barrett’s taxonomy, 1968) are used to classify the test questions for the Grade 9 Language
Systemic Evaluation. A further category referred to as ‘Knowledge’ is also used. The comprehension
levels are used to classify questions for the SE tests based on the rationale that Language test
questions should allow learners to demonstrate their ability to engage with different texts
analytically at different levels of comprehension. Each of these reading comprehension levels also
has links to the National Curriculum Statement (DoE, 2002) Learning Outcomes for Reading and
Viewing and Thinking and Reasoning and to the Curriculum and Assessment Policy Statement (CAPS)
due to be implemented.
These comprehension levels (Literal, Inferential; Evaluative) and the fourth category used
(Knowledge) are described in Table 1 below to give an indication of the type of questions that are
asked in the SE Language test. The table also suggests the type of questions that can be posed to
learners either during verbal discussion or in written form to help develop their comprehension
abilities.
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Table 1: Comprehension levels for questions in the Grade 9 SE Language test
Comprehension level
Comprehension level description
Type of questions/ activities to develop learner skill
Literal comprehension
Retrieval of the literal or explicit meaning of the text in which the learner recognises and understands at a basic level. Questions thus test a learner’s ability to respond to explicit information that is found in the text.
Get learners to:
look for specific ideas; find definitions of words or phrases;
recognise the denotative meaning of words in the text;
identify details of content in the text (Who? What? Where? When?; main characters; title);
sequence events in the text;
identify the story setting;
find the main idea of the text; and
follow instructions
Inferential comprehension
This level involves interpreting or inferring meaning from the text (reading between the lines). Meaning of the structure, characterisation, imagery, figures of speech etc, within the text are tapped and a learner’s ability to respond to implicit or connotative meaning (what is not said) of words and situations in a text is tested.
Get learners to interpret different aspects which are not readily identifiable in the text such as:
What is the theme of the text/ paragraph?;
What is the setting of the passage/story?;
What kind of character is represented? (e.g. mean/clever/ dishonest);
cause and effect;
understanding metaphors and figures of speech;
understanding why the writer uses certain words in the context ; and
understanding why the writer uses certain punctuation etcetera.
Evaluative comprehension
Evaluative comprehension tests a learner’s ability to read beyond the lines by assessing the ideas or facts in a text according to appropriateness, effectiveness, relevance and accuracy. A learner is also required to make value judgements about what is represented in the text – fact and opinion and the soundness of reasoning in the text.
Get learners to:
discern the overall message or theme of a text;
consider alternatives to actions of characters;
compare and contrast information;
infer the mood or tone of a story;
evaluate the writer’s use of literary devices (punctuation; figures of speech; syntax); evaluate relevance of visual material in a text; or
interpret pictures .
Knowledge
For these questions, the learner accesses prior knowledge in order to answer a comprehension item. A learner may be asked to provide a
Learners need to be familiar with what synonyms and antonyms are and need to have exposure to synonym and antonym searches as part of teaching activities.
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synonym or antonym for a word in the text. These questions give an indication of a learner’s vocabulary. Other questions focus on, for example, the identification of tense, conjunctions, parts of speech, sentence types (statements, commands, questions), punctuation rules and figures of speech reflective of curriculum requirements at the grade.
Grade appropriate understanding of punctuation rules, tense, figures of speech, sentence types also needs to be established. Learners should be used to writing full sentences, and using appropriate punctuation rules. Learners should be helped to understand important vocabulary and concepts they will encounter in their reading, or taught strategies that they can use to work out unknown words as they read (Gill, 2008).
Adapted from: DoE, 1997; Gill, 2008; Mullis et al., 2006.
The SE test instructions are provided below.
These instructions can be read with learners so that they are familiar with the format and
how to answer the questions. Although given in the SE test, examples of how to answer
Multiple Choice questions are not provided for the exemplar test as most Grade 9 learners
are familiar with how to answer these questions. For any learners who are not sure how to
answer these questions, this can be explained.
Instructions
1. You have 30 minutes to answer all of the questions.
2. VIEW all the pictures and READ all the stories to find the answers to the
questions. Read each question carefully and try to answer all of the
questions.
3. There is only one correct answer to each Multiple Choice question.
4. In some questions, you have to write a sentence or sentences or a
paragraph in your own words.
5. Some questions are easy and some questions may be not as easy. If you
are not sure about the answer, skip the question and come back to it
later if you have time left.
6. If you want to change an answer, be sure to cross out the wrong answer
completely.
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WAIT UNTIL YOU ARE TOLD TO TURN TO THE NEXT PAGE.
Teaching idea:
Reading is a skill that must be continuously developed. Initially, encourage the learners to
read through the whole text by themselves. Suggest that the learners underline words,
phrases, sentences that they do not understand.
As a teaching strategy, particularly at the beginning of the year with a more difficult text, read
the text aloud with the learners addressing issues that they have identified such as difficult
words, unknown concepts, main characters in the story, sequence of events. Encourage
class discussion of the text so that full understanding of the text is reached.
For text-based comprehensions, learners should be encouraged to read the whole text, read
through the questions and then read the text again to search for the answers by identifying
key words. Make sure that the learners use the text to look for the correct answers.
For vocabulary development, identify words which you think the learners will not understand
or ask learners to underline those words they do not understand for discussion in the class
or through the use of a dictionary.
Although you will likely have many methods which can also be used, for each question,
suggestions are given as to how questions like these can be addressed as part of teaching
and learning tasks. For Multiple Choice questions, read out each option with the class and
discuss whether it is a true statement or not. Choose the most appropriate option, but also
discuss why other options are not appropriate.
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Read the passage and answer Questions 1 to 19.
Oscar Pistorius
Paralympic champion, South African Oscar Pistorius, is the hot
new brand ambassador for Thierry Mugler's signature male
fragrance A*Men. Mugler launched his first perfume Angel in
its distinctive star shaped bottle in 1992. A*Men or Angel Men
followed in 1996.
Oscar had both his legs amputated when he was 11 months old.
Now he is a triple world record holder and triple Paralympic
champion in the 100, 200 and 400-metre track events.
In 2008, Time magazine named him as one of the most
influential people in the world in its "Heroes and Pioneers"
category. Now South Africa's top athlete, known as "the fastest
man on no legs," has become the face of male fragrance A*Men.
A spokesperson for French fashion house Thierry Mugler says:
"A*Men has built its story on male heroics: fantasy emphasising
inner strength, determination, charisma, and unlimited power.
Oscar Pistorius is the perfect incarnation of A*Men values."
Of course, it does not hurt that the 25-year-old has an amazing body. The new A*Men
campaign, which launched in March this year, features striking shots of a topless Oscar, his
thighs and carbon-fibre artificial limbs, known as blades, coated in futuristic chrome, and
the brand's trademark star reflected onto his face.
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1. What was Thierry Mugler’s first perfume called?
a
A*Men
b
Beautiful
c
Angel
d
DKNY
Question type: Multiple Choice
Difficulty level: Easy
Comprehension level: Literal Comprehension – the learner is being asked to retrieve this
information from the text to identify Thierry Mugler‟s first perfume.
Answer: C
Teaching idea: When learners read stories, factual information or poems, motivate them to ask
questions such as Who? What? When? Where? to identify pertinent facts for greater understanding
of the text.
2. What is the name of the fragrance that Oscar is ambassador for?
a
A*Men
b
Hugo Boss
c
Angel
d
Tsar
Question type: Multiple Choice
Difficulty level: Easy
Comprehension level: Literal Comprehension –the learner is being asked to retrieve this information
from the text to identify the name of the fragrance for which Oscar is ambassador.
Answer: A
Teaching idea: When learners read stories, factual information or poems, motivate them to ask
questions such as Who? What? When? Where? to identify pertinent facts for greater understanding of
the text.
(1)
(1)
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3. Oscar Pistorius is “the hot new brand ambassador”. Write one full sentence to
explain what this means.
Question type: Constructed Response
Difficulty level: Moderate to Challenging
Comprehension level: Inferential- the learner has to consider the information provided and attach
meaning to the phrase on this basis.
Answer: Oscar Pistorius, who is widely recognised for his ability and dedication to his sport, will
represent and promote the new fragrance for Thierry Mugler.
Full explanation 3; full sentence and correct punctuation 1
Teaching idea: Learners should have many opportunities to write answers to comprehension
questions. These questions should be open-ended, meaning that they do not only require one word
answers but involve extended writing (sentences, paragraphs). Full sentences and correct
punctuation should be promoted. Encourage the learners to look at each of the words in the phrase
and develop an understanding of the use in this particular context. Take note of the word “hot” –
learners should be aware of the double meaning such as current, attractive, exciting, new, good at
what he does/ has an amazing body (the slang application of the word “hot”).
4. Who may participate in the Paralympics?
People who have …
a
parachutes.
b
physical disabilities.
c
mental disabilities.
d
prosthetic limbs.
(4)
(1)
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Question type: Multiple Choice
Difficulty level: Easy to Moderate
Comprehension level: Inferential Comprehension – the learner is being asked identify the
category of athlete eligible to participate in the Paralympics
Answer: B
Teaching idea: A discussion could be initiated about the above concepts to develop a greater
understanding of the types of disabilities as well as the meanings of the other words listed above.
A debate could be conducted about whether Oscar should be allowed to participate in the
Paralympics particularly as he is now completing with world-class non-disabled athletes.
5. What is the synonym from the text for cut off?
a
surgically removed
b
sliced
c
decapitated
d
amputated
Question type: Synonym
Difficulty level: Challenging – but this is a text-based question
Comprehension level: Knowledge- learner vocabulary and knowledge of the concept of synonyms
is tested.
Answer: D
Teaching idea: Before reading the story, selected vocabulary words from the story can be
discussed. Learners can be asked to give the meaning of the word and/or give a synonym for the
word.
(1)
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6. Oscar Pistorius is triple world record holder and triple Paralympic champion. In
a full sentence, explain what triple means in this contex.
Question type: Constructed Response
Difficulty level: Moderate
Comprehension level: Evaluative comprehension – the learner has to apply knowledge of
vocabulary to explain the use of the word triple in this particular context
Answer: Triple in this context means that Oscar Pistorius has won three events which are the 100,
200 and 400-metre track events.
Full explanation 2; full sentence and correct punctuation 1 mark
Teaching idea: A discussion of the word three as a root word can be initiated to develop vocabulary.
Use of the dictionary and thesaurus could be encouraged.
7. Oscar Pistorius is known as “the fastest man on no legs”. In a full sentence,
give a reason for this statement being a contradiction.
(3)
(3)
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Question type: Constructed response
Difficulty level: Challenging
Comprehension level: Evaluative Comprehension – the learner has to understand that even though
Oscar has no legs, he has been able to become a world class athlete by using artificial limbs to
compete in events. The challenging part of this answer is understanding the word contradiction (when
given the facts, there is an apparent lack of agreement) and applying it to Oscar‟s situation.
Answer: This is a contradiction because one would expect the fastest man to have legs, but in Oscar
Pistorius‟s case, he has no legs. The facts tell us that he has no legs, yet this lack of agreement
comes in as he is considered the fastest man with his winning of three sprint athletic events, thus
proving his ability.
Full explanation 2; full sentence and correct punctuation 1
Teaching idea: Discussion of the word contradiction. Initiate a discussion about whether Oscar
technically has “no legs”. Also initiate a discussion on the sensationalism of the phrase “the fastest
man on no legs”.
8. In 2008, what did Time magazine name Oscar as?
a
Heroes and Pioneers
b
the fastest man on no legs
c
A*Men fantasy ambassador
d
one of the most influential people in the world
Question type: Multiple Choice
Difficulty level: Easy
Comprehension level: Literal Comprehension – the learner is being asked to retrieve this
information from the text to identify the honour given to Oscar in 2008.
Answer: D
Teaching idea: Discuss the concepts of heroes, pioneers, ambassador, influential people to
develop vocabulary.
(1)
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9. Where is Thierry Mugler’s fashion house based?
a
South Africa
b
USA
c
Britain
d
France
Question type: Multiple Choice
Difficulty level: Easy
Comprehension level: Inferential Comprehension – the learner is being asked deduce the name of
the country from the text.
Answer: D
Teaching idea: Use the names of countries to convert to adjectives; e.g.France – French fashion
house. Initiate a discussion on the idea that a South African is asked to represent a French fashion
house. Also discuss other famous South Africans who are brand ambassadors such as Charlize
Theron for Dior.
10. What characteristic does Oscar embody in the fragrance A*Men?
a
fantasy
b
inner strength
c
ambassador
d
icon
Question type: Multiple Choice
Difficulty level: Easy
Comprehension level: Literal Comprehension – the learner is being asked to retrieve this
information from the text to identify the characteristic which personifies the type of fragrance for which
Oscar is ambassador
Answer: B
Teaching idea: Discuss positive characteristics that people embody such as inner strength, humility,
determination, passion, charisma, commitment, tenacity, courage. Compare these character traits
with those found in texts being currently read in class.
(1)
(1)
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Question type: Multiple Choice
Difficulty level: Easy
Comprehension level: Literal Comprehension – the learner is being asked to retrieve this
information from the text to identify the material used to manufacture Oscar‟s artificial blades
Answer: C
Teaching idea: Retrieval is an important component of reading literacy and should be reinforced but
with increasing emphasis on higher order comprehension as well. As these materials may be foreign,
a discussion could involve an understanding of each of the materials. In discussing the types of
material used for Oscar‟s blades, research could be conducted to ascertain why this particular
material was used.
11. What are Oscar’s blades made of?
a
teflon
b
steel
c
carbon fibre
d
aluminium
(1)
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12. What was Oscar’s “costume” made of?
a
aluminium
b
chrome
c
carbon fibre
d
Teflon
Question type: Multiple Choice
Difficulty level: Easy
Comprehension level: Literal Comprehension – the learner is being asked to retrieve this
information from the text to identify the material used for Oscar‟s costume
Answer: B
Teaching idea: Once again, as these materials may be foreign, a discussion could involve an
understanding of each of the materials. Discuss the use of the word “costume” and whether it is
appropriate or not given the context of the advertisement. Visual literacy could be incorporated in a
discussion about the packaging of the fragrance – see picture in text.
13. Why would Oscar be a “perfect incarnation of A*Men values?”
Oscar …
a
had to show inner strength to rise above his disability.
b
had to fight to get his athletic records recognised.
c
has a perfect body that Thierry Mugler was looking for.
d
is a champion and that was what Thierry Mugler wanted.
Question type: Multiple Choice
Difficulty level: Moderate
Comprehension level: Inferential Comprehension – the learner is being asked to infer the values
that Oscar stands for from information in the text.
Answer: A
Teaching idea: Compare options A and C and discuss why the one is more appropriate as an
answer than the other based on the branding requirements for the fragrance and the characteristics
that the fragrance embodies. Discuss societal values and the target market that advertising takes into
account.
(1)
(1)
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Question type: Multiple Choice
Difficulty level: Moderate
Comprehension level: Knowledge – the learning is being asked to apply knowledge of language to
identify the correct figure of speech found in the text
Answer: C
Teaching idea: Take note of the incorporation of a question about figures of speech into the
comprehension task. For the actual SE test, Language Structure and Use questions are incorporated
in this manner. For example, learners can be asked to identify parts of speech, the function of a
punctuation mark in a sentence, tense, convert direct to indirect speech, pronouns, articles, idioms
and idiomatic expressions as part of the test. In planning comprehension tasks, it is therefore
meaningful to identify opportunities for learners to engage with the Language Structure and Use
curriculum as part of these tasks.
15. What is the best explanation for “Keep your eye on the ball and don’t worry
about your friends”? Oscar should …
a
focus on his goal and not be distracted.
b
rely on the opinion of his friends.
c
ignore everyone around him.
d
be closely protected by his family.
14. The following figure of speech could be applicable to Oscar’s success. “Keep
your eye on the ball and don’t worry about your friends.”
This is an example of …
a
personification
b
simile
c
idiom
d
metaphor (1)
(1)
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Question type: Multiple Choice
Difficulty level: Moderate to Challenging
Comprehension level: Evaluative Comprehension – the learner is being asked to apply knowledge
of vocabulary and understanding of the text to explain the figure of speech.
Answer: A
Teaching idea: Compile a list of idioms and proverbs and initiate a discussion of the meaning.
Discuss the fact that idioms and proverbs can be applied in the learners‟ own writing.
16. Why would Oscar be considered a “hero” by Time magazine?
Oscar …
a
is the first person to use blades to compete.
b
is a paralympic champion.
c
turned his disability into an opportunity for success.
d
is a genuine “nice guy”.
Question type: Multiple Choice
Difficulty level: Moderate
Comprehension level: Inferential Comprehension – the learner is being asked to give a reason
why Oscar is considered a hero.
Answer: C
Teaching idea: The concept of what makes a person a hero can be debated and the merits of all
of the answer options can be discussed. As an extended writing task learners can be asked to
write a paragraph comparing Oscar‟s heroic characteristics to the characteristics of
their own hero or heroine.
17. Oscar can be described as an “icon”. What is meant by this?
Oscar is an icon because he …
a
is seen as a symbol of male heroics.
b
has done something brave.
c
is a hero for overcoming his disability.
d
is an ambassador for a new fragrance.
(1)
(1)
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Question type: Multiple Choice
Difficulty level: Moderate
Comprehension level: Inferential Comprehension – the learner is being asked to apply the idea of
an icon (symbol, a person held in high esteem) to Oscar and explain why he is considered an icon.
Answer: A
Teaching idea: The term „icon‟ can be discussed and considered in relation to Oscar and his role as
brand ambassador for the fragrance. Discussion for this question can also be integrated with
discussion of question 16 to explore the differences between heroes and icons.
18. What single word sums up Oscar’s costume for the advertisement?
a
Bold
b
Iconic
c
Futuristic
d
Trademarked
Question type: Multiple Choice
Difficulty level: Easy
Comprehension level: Literal Comprehension – the learner is being asked to identify a descriptive
adjective for Oscar‟s costume
Answer: C
Teaching idea: Initiate a discussion on the concepts listed above as part of vocabulary development.
19. Time magazine named Oscar Pistorius as one of the most influential people in the
world. Do you agree with this accolade? Explain your answer in a short
paragraph using full sentences.
(1)
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Question type: Constructed response
Difficulty level: Challenging
Comprehension level: Evaluative Comprehension – the learner needs to consider all the information
given in the text, evaluate it and make a decision as to whether there is agreement or not with the
statement. This then needs to be supported with evidence from the text.
Answer:
Yes
He is considered the fastest man on no legs.
In using blades for running, he has been innovative in pioneering a new technique.
He is a world triple-champion, winning the 100, 200 and 400-metre sprint events.
He is brand ambassador for an international fashion house.
He has shown determination and courage in the face of challenge and is thus a role model for
youngsters.
He has international status as evidenced by his public recognition.
His abilities have broken stereotypes about people with disabilities.
His celebrity status can influence the younger generation.
No
His achievements are controversial.
His status may be shortlived.
He may be disregarded or barred from future competitions (prior knowledge of learners).
There may be other athletes with disabilities that have already challenged stereotypes about
their abilities.
Correct answer (3); Capital letters and full stop at the end of the sentence 1.
Teaching idea: For extension, at the end of any text, learners could be asked to draw conclusions
about a theme, a concept, a characteristic, a plot, the moral of the text. To encourage critical thinking
further, other articles about Oscar Pistorius or other athletes with disabilities such as Natalie du Toit
can be read and considered in relation to this text.
(5)
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References:
Barrett, T.C. (1976). Taxonomy of reading comprehension. In Smith, R., & Barrett, T.C. (Eds.).
Teaching reading in the middle class. Boston, MA: Addison- Wesley.
Mullis, I.V.S., Kennedy, A.M., Martin, M.O. and Sainsbury, M. (2004). PIRLS 2006 Assessment Framework and Specifications. Boston: TIMSS & PIRLS International Study Center Lynch School of Education, Boston College.
OECD (Organisation for Economic Cooperation and Development) (2009). PISA 2009 Assessment
Framework- key competencies in reading, mathematics and science. Paris: OECD.