GRADE 9 SYSTEMIC EVALUATION EXEMPLAR LANGUAGE TEST

DEVELOPED BY THE CENTRE FOR EVALUATION AND ASSESSMENT (CEA) AT THE

UNIVERSITY OF PRETORIA

GRADE 9

SYSTEMIC EVALUATION

EXEMPLAR

LANGUAGE TEST

TEACHER’S GUIDE



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



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.



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.



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.



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.



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.



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



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)



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)




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)



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)



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




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)



9. Where is Thierry Mugler’s fashion house based?

a

South Africa

b

USA

c

Britain

d

France



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




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)






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)



12. What was Oscar’s “costume” made of?

a

aluminium

b

chrome

c

carbon fibre

d

Teflon




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.



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)





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)




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”.



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)





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



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)



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)



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.

GRADE 9 SYSTEMIC EVALUATION EXEMPLAR LANGUAGE TEST

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