FRAMEWORK FOR
CONTROL TEST 2021-2023
• Grade 7-9
• Total mark : 70
• Duration/Length of paper :1
hour
Grade 7-9
Three Sections Marks Weighting Cognitive level
Section A 25 40% Low, Middle and High
(Compulsory) Order
Section B 25 40% Low, Middle and High
(Compulsory Order
Section C 20 20% Low, Middle and High
(Choice questions) Order
Total 70 100%
Content June Control Test Nov/Dec Control Test
Topics Term 1-2 Grade Term 3-4 Grade
content content
4 topics 4 topics
namely: namely:
Development of 7-9 7-9
self in society Constitutional
rights and
Health , social 8 responsibilities
and 7-9
environmental World of work
responsibility 7-9
7&9 Health, social
Constitutional and
rights and environmental
responsibility responsibility
7-9 7&9
World of work
Development of
the self in
society
Format of the control test
paper
• Cover Page
• The cover page contains the following:
• Subject and level/grade
• Time
• Marks
Instruction page
• The following instructions will appear on this page:
1. This question paper consists of THREE [Link] A and B are COMPULSORY.
2. SECTION C consist of three 10 mark questions which learners must choose only TWO
questions
3. Start EACH section on a NEW page.
4. Rule off after each section.
5. Number the answers correctly according to the numbering system used in this question
paper.
6. Leave a line after each answer
7. Write neatly and legibly
Key of abbreviations used:
Q : Question
MCQ : Multiple Choice Questions
FIQ : Fill in Question
MTQ : Matching Type Question (Column A with Clumn B)
CRQ : Constructed Response Question
SECTION A
A Source or Case study may be used to contextualise the
questions.
25 marks MARK KEY
Cognitive level Marks
Low order 10
Middle order 10
High Order 5
Question number What learners are Skills or Cognitive levels Type of questions Score
expected to do competencies
assessed
SECTION A: This section consists of question 1 to 4
All questions should be answered
1.1-1.5 Choose the correctKnowledge and MCQ 01 mark for
answer from the understanding of Low Order each
four alternatives terms and concepts
2.1-2.5 Match the terms orKnowledge and Low Order MTQ 01 mark for
statements in
understanding of each
columns A and B concepts
3.1-3.5 Give explanation of
Demonstrate Middle Order CRQ 01 mark for
a concept knowledge and each
understanding of a
concept.
4 Answer questions Situation analysis Middle Order CRQ 10 marks
based on Scenario and application of 5 marks
or a Case study knowledge and &
skills High Order
5 marks
Total 25 marks
SECTION B
• Short open-ended, scenario-based, source-based and case
study questions (25 marks)
MARK KEY
Cognitive level Marks
Low order 5
Middle order 11
High Order 9
Question number What learners are Skills or Cognitive levels Type of questions Score
expected to do competencies
assessed
SECTION B: This section consists of question 5 to 8
All questions should be answered.
5.1-5.5 Fill in the missing Knowledge and Low Order FIQ 01 mark for each
words or concepts understanding of
from the following terms or concepts.
statements or
sentences
6.1-6.5 Choose the correct Demonstration of Middle Order CRQ 01 mark for each
terminology to the knowledge and
statement provided understanding
7.1-7.5 Set goals and give Demonstrate goal Middle order CRQ 02 marks each
advice to youth setting and giving (6 marks)
advice on and
challenging High Order
situations (4 marks)
8 Give advice Situation analysis, High Order CRQ 05 marks
source based and
application of
knowledge and skills
Total 25 marks
SECTION C
• NB: Learners should choose ONE paragraph question and ONE
essay question.
• What is paragraph?
• A group of related sentences that support one main idea. A paragraph
consist of topic sentence, body sentence and concluding sentence.
• What is an essay?
• A short writing of a particular topic. The reader/writer may also
explain, argue or analyse what is being asked. The main parts to an
essay are the introduction, body and conclusion.
Paragraph key guide
Grade 7 Grade 8 Grade 9
Two paragraphs of five A paragraph of ten sentences A paragraph of ten sentences
sentences each
MARK KEY
Cognitive level Question 9 Question 10 Question 11
Low order 2 2 2
Middle order 3 3 3
High Order 5 5 5
Total 20
An essay
MARK KEY
Cognitive level Question 9 Question 10 Question 11
Low order 2 2 2
Middle order 3 3 3
High Order 5 5 5
Total 20
Question number What learners are Skills or competencies Cognitive levels Type of questions Score
expected to do assessed
SECTION C: This section consists of question 9-11
Only TWO questions should be answered.
9 Organise and write ideas Situation analysis, Low Order paragraph/short essay 10 marks
into a meaningful application of knowledge Middle Order
paragraph or essay. and skills, organization High Order
Graphs, data, cartoons and logical presentation
should be provided as of ideas.
stimulus.
10 Organise and write ideas Situation analysis, Low Order paragraph/short essay 10 marks
into a meaningful application of knowledge Middle Order
paragraph or essay. and skills, organization High Order
Graphs, data, cartoons and logical presentation
should be provided as of ideas.
stimulus.
11 Organise and write ideas Situation analysis, Low Order paragraph/short essay 10 marks
into a meaningful application of knowledge Middle Order
paragraph or essay. and skills, organization High Order
Graphs, data, cartoons and logical presentation
should be provided as of ideas.
stimulus.
Total 20 marks
ACTION WORDS
Name
• In this instance, you need to write down the facts briefly and
concisely.
• Example: Name the input components of a computer.
Describe
• Here you are required to perform at knowledge level. Characteristics,
facts or results are reproduced in a logical, well-structured way. No
comment or reasoning is required.
• Example: Describe the use of the different input apparatuses.
Define
• A reproduction of knowledge is required, a clear, concise and
authoritative description of a concept in order that its meaning may
become clear.
• Example: Give a definition of computer / Define computer.
Give an overview of
• A large volume of knowledge needs to be summarised logically and
systematically without the essence of the matter being lost.
• Example: Give an overview of the teacher’s role in the use of the
Internet.
Explain
• The matter is explained in simple terms so that the reader may
understand it well. Use must be made of illustrations, descriptions
and examples, while reasons are also given for utterances and
results.
• Example: Explain the role of the ALU in the CPU.
Compare
• This question needs to be approached with circumspect. You
should not first describe or discuss one matter and the other one
subsequently. Facts, events or differences should be contrasted
with one another and differences and similarities should be
brought to light.
• Example: Compare in tabular format the different types of
software.
Discuss
• This type of question requires insight and discretionary power
whenever an application or an evaluation is required. In this
instance, the different aspects of the matter or statement are
investigated and stated in an analytical way.
• Example: Discuss the use of computers in the performance of
everyday educational tasks by a teacher.
• Knowledge: tell, list, write, find, describe, name, locate, etc.
• Comprehension: explain, interpret, discuss, distinguish, outline, etc.
• Application: solve, show, use, illustrate, classify, construct, examine, etc.
• Analysis: analyse, compare, investigate, categorise, identify, explain, etc.
• Synthesis: create, invent, plan, predict, design, propose, formulate, etc.
• Evaluation: judge, decide, justify, debate, recommend, prioritise, argue
Grade 7-9
Bloom’s Taxonomy
Define: Give a short and clear
description of a term/concept
Categorise: Place concepts that
Remember Low order belong together in groups
(categories
Identify: Establish the identity or
recognise a process
List/Name: Briefly write down the
facts/main points/nominate or
specify a site or process
Label; List; Recite; Repeat; Point
out; Recognise; Respond; Trace;
Respond; Name; State; Match;
Select; Locate; Quote; Tabulate;
Copy
Apply Middle Order Change; Compute; Solve; Modify;
Calculate; Choose; Show; Sketch;
Complete; Predict; Relate; Construct;
Use
Analyse:
Separate/explore/analyse/dissect into
different components
Analyse
Differentiate: Find differences
between objects/statements
Organise: Arrange data according to a
certain criteria
Compare; Classify; Contrast;
Investigate; Separate; Breakdown;
Calculate; Correlate; Criticise;
Conclude; Deduce; devise
High order Evaluate: Determine the significance
Evaluate Judge: Form an opinion about something
through careful weighing of evidence and
testing of premises
Predict: Use the facts you have to predict
an outcome
Order; Appraise; Support; Compare;
Recommend; Defend; Estimate; Find
errors; Measure; Predict; Rank; Score;
Argue; Measure
Compile: Put things together
Create Design: Design something according to a
plan
Develop: Create/develop something
according to a plan
Plan: Arrange steps in logical order to achieve
your aim
Compose; Create; Combine; Formulate;
Invent; Hypothesis; Write; Develop;
Generalize; Integrate; Modify; Rearrange;
Adapt