TEST ITEM

By: Luísa Mabote

23010100159
 INTRODUCTION

• Testing, measurement and evaluation is one of the crucial courses to teachers in the
educational sector.

• It explores various methods of testing students on different levels of understanding

concepts, according to the level of difficulty.

• It is also important to note that each government through the ministry of education has
its own vision on how to contribute to the national development.

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• Malawi in not left out and, therefore, it created a curriculum in conformity with what
are the real needs of the job market, through which it has implemented mechanisms to
attain educational goals.

• This work combines different testing methods and a test blue print, according to the
Bloom Taxonomy’s levels of cognition.

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 TOPICS OF DISCUSSION

1 2 3 4 5

Two multiple Test specification/

Two true or Two essay blue print/ criteria
Conclusion
choice false questions of evaluation and
questions questions grade allocation

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 MULTIPLE CHOICE QUESTIONS

• Answer the following two questions by choosing the best one

1. He is going mad.
A. The madness is unpleasant.
B. Though the madness is unpleasant, the focus is on the gradual process
( of becoming mad).
C. He is growing mad.
D. He is mad.
Key: B

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• 2. My shoes are worn out.

A. They are no longer there.

B. The condition is not good though I can still wear them.

C. They are not at all in condition to be worn.

D. My feet have grown bigger now.

Key: C

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 TRUE OR FALSE QUESTIONS

• Write whether the following statements are true or false:

1. Persona is a speaker in a poem ( )

2. Syntax is not a study of language in a context ( )

Key:

3. T

4. T

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• When asking the true of false question, first, what is to be achieve is a clear and direct
response that confirms or denies a statement. In this context of questions what is
needed to be achieve is the knowledge one has, check if the student understand, and
also to gather factual information but in a quick manner.

• As a mark I would consider 2 (two) because it is a question one only needs to recall
from the knowledge that they already have.

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 ESSAY QUESTIONS

Discuss with four points the importance of studying literature.

 Title: (1 mark)

 Introduction: Understanding of the role o literature (knowledge)

 Body: (16 marks)

• Explain literature’s benefit (comprehension)

• Breaking down the effects of literature (analysis)

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• Organizing and structuring arguments (synthesis)

• Conclusion- Judging the overall importance of literature (Evaluation) (1 mark)

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 ESSAY QUESTION TWO
• As a secondary school teacher, what are the paramount skills one has to
have to be successful in language teaching? Discuss with four points,
providing practical examples.

• Title:

• Introduction- Knowledge (Remembering)Understanding basic teaching

skills required for effective language instruction.

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 Body:

• Comprehension (Understanding)

• Application (Using knowledge in practice)

• Analysis (Breaking down the components of effective teaching)

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• Synthesis (Organizing and structuring ideas)

• Evaluation (Judging the importance of skills in teaching)

• Conclusion

• How one comes up with

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 TEST SPECIFICATION/ BLUE PRINT

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mar -Define -Explain -Use -Identify -Form new _
tives ) adjectives, the use of adjectives adjectives in sentences
-List adjectives in sentences a passage with
adjectives adjectives

(5 marks) (5 marks) (5 marks) (10 marks) (10 marks)

on tags -Recall the -Identify -Convert -Explain _ _

question incorrect statements correct
tags question into usage of
Rules tag and question question
correct tags tags
them
(5 marks) (5 marks) (10 marks) (10 marks)

ure -Define -Explain -Identify -Analyze -Create own -Evaluate the

devices) poetic effects of poetic how a poetic examples of effectiveness of
devices poetic devices in a device poetic poetic devices in
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enhances device a poem20XX
 CRITERIA OF EVALUATION AND GRADES ALLOCATION

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 GRAMMAR (ADJECTIVES)

• State the definition of adjectives clearly- Provide a correct and precise definition of
adjectives (2 marks).

• Give an Example – Use an example to illustrate the definition (2 marks).

• Show Understanding – The response should be grammatically correct and relevant (1

mark).

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• Describe the Function of Adjectives- Explain how adjectives modify nouns or

pronouns by adding detail (2 marks).

• Give Different Uses of Adjectives- Mention various ways adjectives are used, such
as describing quality, quantity, size, or emotions (3 marks).

• Provide Examples – Use sentences to illustrate different uses of adjectives (3 marks).

• Show Understanding Clearly – The explanation should be logical, accurate, and

well-structured (2 marks).

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• Correctly use adjectives in meaningful sentences- Ensure that the adjectives are
used appropriately to describe nouns or pronouns [4 marks (two sentences x 2 marks
each).
• Demonstrate different types of adjectives- Show variety in usage, such as adjectives
of quality (beautiful, tall), quantity (few, many), number (three, first), and
demonstrative adjectives (this, that) (2 marks).
• Ensure grammatical accuracy- The sentences should be well-structured, with proper
subject-verb agreement and logical sentence formation (2 marks).
• Show clarity and relevance – The adjectives used should clearly modify the nouns
and contribute to the meaning of the sentence (2 marks).

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• Recognize adjectives correctly- Identify words in the passage that describe nouns or
pronouns.
• Identify different types of adjectives- Such as adjectives of quality, quantity,
number, demonstrative, and possessive adjectives.
• Ensure accuracy – Avoid confusing adjectives with other parts of speech (e.g.,
adverbs or nouns).
• Follow instructions correctly – If required to underline, highlight, or list adjectives
separately, the student should present them clearly.

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• Correctly use adjectives in original sentences – The sentences should contain at

least one adjective modifying a noun or pronoun.
• Demonstrate different types of adjectives – Examples should include adjectives of
quality (beautiful, tall), quantity (few, many), number (three, first), and demonstrative
adjectives (this, that).
• Ensure grammatical accuracy – Sentences should be well-structured with correct
subject-verb agreement and logical sentence flow.
• Show creativity and clarity – Sentences should be meaningful, clear, and
demonstrate good writing skills.

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• Create original sentences using at least two adjectives- Each sentence should
contain two adjectives that describe or modify a noun/pronoun [6 marks (2 sentences
× 3 marks each)].
• Demonstrate correct adjective placement- Ensure adjectives are used correctly in
order (e.g., “The large brown dog barked loudly.”) (2 marks).
• Use different types of adjectives- Encourage variety, such as adjectives of quality
(beautiful, happy), quantity (several, few), number (three, first), and demonstrative
(this, that) (2 marks).

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• Ensure grammatical accuracy and clarity- Sentences should be well-structured

with correct punctuation and logical meaning (2 marks).
• Show creativity and coherence – The sentences should be meaningful, interesting,
and show the ability to combine words effectively (2 marks).

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 QUESTION TAGS

• Identify and recall the correct structure of question tags- Understand that a
question tag consists of an auxiliary verb and a subject pronoun.
• Recognize how question tags match the main statement- A positive statement takes
a negative question tag, and a negative statement takes a positive question tag.
• Use the correct auxiliary verb in the tag- The auxiliary verb should match the tense
of the main verb in the sentence.
• Ensure proper punctuation- A question tag should end with a question mar

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• Define what question tags are- Briefly explain that they are short questions added to
the end of statements to confirm or seek agreement.
• Explain the basic rule- A positive statement takes a negative question tag, and a
negative statement takes a positive question tag (e.g., She is coming, isn’t she?).
• Discuss verb agreement- The auxiliary verb in the tag should match the tense of the
main verb (e.g., You went home, didn’t you?).
• Explain the use of pronouns – The subject of the question tag should be a pronoun
(e.g., John likes football, doesn’t he?).
• Provide examples – Give sentences demonstrating the correct application of question
tags.

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• Recognize the correct auxiliary verb- Identify and use the correct helping verb
based on the tense of the main verb in the statement.
• Apply the positive-negative rule- A positive statement should take a negative
question tag, and a negative statement should take a positive question tag.
• Ensure correct subject-pronoun agreement- The subject in the main statement
should match the pronoun in the tag.
• Use correct punctuation- A comma should separate the main statement from the
question tag, and a question mark should be at the end.
• Ensure clarity and accuracy- The question tag should be grammatically correct and
fit naturally with the statement.

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 LITERATURE ( POETIC DEVICE)

• Provide a clear definition- Accurately explain what poetic devices are (e.g., “Poetic
devices are techniques used by poets to enrich the meaning, sound, and emotional
impact of a poem.”).
• Define specific poetic devices- Give definitions for at least two or three common
poetic devices (e.g., metaphor, simile, alliteration, personification).
• Give relevant examples- Provide at least one example for each poetic device defined.
• Ensure clarity and correctness- The response should be grammatically correct and
well-structured.

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• Define the poetic device clearly- Provide an accurate explanation of the poetic
device.
• Describe its function- Explain how the device enhances meaning, sound, or
emotional impact in poetry.
• Provide relevant examples- Use examples from poetry or original sentences to
illustrate the device in use.
• Show understanding of its effect- Explain why poets use the device and how it
influences a poem’s meaning or mood.

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• Recognize poetic devices in the poem- Identify words, phrases, or lines that contain
poetic techniques (e.g., metaphor, simile, alliteration).
• Correctly name the poetic device- Label each identified device accurately.
• Provide textual evidence- Quote or highlight the part of the poem where the device is
used.
• Ensure accuracy and clarity- The identification should be correct, well-explained,
and free from errors.

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• Identify the poetic device- Clearly state the poetic device being analyzed (e.g.,
metaphor, simile, alliteration).
• Explain its function in the poem- Describe how the device contributes to the poem’s
meaning, tone, or mood.
• Provide textual evidence- Quote or refer to a specific line or phrase where the device
is used.
• Analyze the effect on the reader- Explain how the poetic device enhances
understanding, imagery, or emotional impact.
• Ensure clarity and coherence- The response should be well-structured, logical, and
grammatically accurate.

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• Understand the poetic device- Clearly demonstrate knowledge of the device by

using it correctly.
• Creativity and originality- Form unique and meaningful examples instead of
copying common phrases.
• Accuracy of usage- Ensure the example follows the correct structure of the poetic
device (e.g., a simile must use "like" or "as," while alliteration must have repeating
consonant sounds).
• Grammatical correctness- The sentence or phrase should be free from errors.
• Relevance to poetry- The example should be expressive and suitable for poetic
writing.

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• Identify the poetic device- Clearly state the poetic device(s) being evaluated (e.g.,
metaphor, simile, alliteration) (2 marks).
• Explain its intended effect- Describe what the poet aims to achieve by using the
device (e.g., creating imagery, emphasizing meaning, enhancing rhythm) (2 marks).
• Assess how well the device contributes to the poem’s meaning- Critically analyze
whether the device strengthens the poem’s theme, tone, or mood (.

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• Provide textual evidence- Support the evaluation with examples or lines from the
poem (3 marks).
• Present a well-reasoned judgment- Express an informed opinion on whether the
poetic device effectively enhances the poem or if it could be improved (2 marks).
• Ensure clarity and coherence- The response should be logical, structured, and
grammatically correct (1 mark).

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 CONCLUSION

• In summary, the above test item combines different types of question,

such as, multiple choice questions, true or false questions, and essay
questions.

• In addition to that, there is also a test specification or a blue print which

shows topics and skills to cover, helping teachers plan tests fairly, and
aiding students on their studies.

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• All these items are important for an effective teaching and learning process for it
makes the process easy for both teachers and students.

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THANK
YOU
Luisa Mabote

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