Individual Items: Analyze specific items for clarity, difficulty, and alignment with

objectives.

SECTION 1: Multiple-Choice Questions (Questions 1–14): Dialogue-based, testing

grammar, vocabulary, and conversational responses.

1. Which word has the underlined part pronounced differently from that of the others?
A. delayed B. frightened C. remembered D. attacked
Q1: Pronunciation (-ed)
 Test Type: Multiple-choice
 Construct: Phonetics . Tests recognition of past tense pronunciation rules (/ɪd/ for "delayed," /d/ for "frightened" and
"remembered," /t/ for "attacked").
 Validity: High. Reason: Pronunciation of "-ed" is a curriculum topic at A2–B1, focusing on listening and phonetic awareness.
The item aligns with language skill development, though the lack of underlined parts slightly reduces clarity (see Issues).
 Reliability: High . Reason: Objective scoring with a single correct answer ("delayed" with /ɪd/) ensures consistency.
 Authenticity: Moderate . Reason: Phonetics exercises are less common in daily use but support listening skills, a curriculum
goal.
 Practicality: High . Reason: Easy to administer and score in a multiple-choice format.
 Item Facility (IF): Easy . Reason: The pronunciation difference (/ɪd/ vs. /d/ or /t/) is a basic rule taught at A2, likely
accessible to most students.
 Item Discrimination (ID): Moderate . Reason: Distinguishes students with basic phonetic knowledge, but the rule is widely
taught, limiting high-level differentiation.
 Distractor Analysis: Balanced . Reason: All options ("delayed," "frightened," "remembered," "attacked") follow "-ed" rules,
with "delayed" as the odd one out due to /ɪd/, making distractors plausible.

2. Which word has the underlined part pronounced differently from that of the others?
A. plane B. training C. lack D. table

Q2: Pronunciation (vowel)

 Test Type: Multiple-choice
 Construct: Phonetics
 Validity: High . Reason: Vowel pronunciation is a curriculum focus at A2–B1,
enhancing listening skills.
 Reliability: High . Reason: Objective scoring with "plane" as the correct answer (due
to /eɪ/) ensures consistency.
 Authenticity: Moderate . Reason: Similar to Q1, phonetics supports listening but is
less directly applied in real-world contexts.
 Practicality: High . Reason: Straightforward to administer and score.
 Item Facility (IF): Moderate . Reason: Vowel distinctions (e.g., /eɪ/ vs. /æ/) require
more nuanced listening skills than Q1, placing it at the upper A2–B1 range.
 Item Discrimination (ID): Moderate . Reason: Differentiates students with
developing phonetic skills, but the variety of vowel sounds may challenge weaker
students equally.
 Distractor Analysis: Balanced . Reason: Options ("plane," "training," "lack,"
"table") offer distinct vowel sounds, with "plane" (/eɪ/) standing out, making
distractors effective.
3. Which word has a different stress pattern from that of the others?
A. answer B. repeat C. surprise D. decide
4. Which word has a different stress pattern from that of the others?
A. brilliant B. tradition C. dangerous D. serious

Q3, Q4: Stress Pattern

Test Type: Multiple-choice

Construct: Phonetics
Validity: High . Reason: Word stress is a curriculum topic at A2–B1, enhancing listening
and speaking skills. The item’s focus on distinguishing first- vs. second-syllable stress aligns
with learning goals.
Reliability: High .Reason: Objective scoring with "answer" as the correct answer (first
syllable) ensures consistence
Authenticity: Moderate . Reason: Stress recognition supports pronunciation but is less
directly applied in daily communication.
Practicality: High . Reason: Easy to administer and score in a multiple-choice format.
Item Facility (IF): Moderate Reason: Requires knowledge of stress rules, which may
challenge some A2 students, placing it at the lower B1 range.
Item Discrimination (ID): Moderate . Reason: Differentiates students with phonetic
awareness, but the pattern is teachable, limiting high differentiation.

5. Henry: I have found some difficult words in this reading passage!

Sophie: You should ______ in the dictionary for their meanings.
A. look them for B. look them up C. look them at D. look them on

 Test Type: Multiple-choice

 Construct: Grammar/Vocabulary (focus on phrasal verbs)

 Validity: High – This item tests the use of the correct phrasal verb ("look up") in the
context of language learning. Phrasal verbs are a key component of vocabulary development,
particularly for students at A2–B1 level.

 Reliability: High – There is a single correct answer ("look them up"), ensuring consistent
and objective scoring.

 Authenticity: Moderate – While phrasal verbs like "look up" are commonly used in both
formal and informal contexts, this specific context (looking up words in a dictionary) may not
occur every day, but it still reflects a realistic language-learning scenario.

Practicality: High – Easy to administer and score in a multiple-choice format.

Item Facility (IF): Easy – The correct answer, "look them up," is a common phrasal verb
taught at A2 level. Students familiar with phrasal verbs should have little trouble identifying
the correct answer.
Item Discrimination (ID): Moderate – This item tests basic vocabulary knowledge, which
is likely to be accessible to most A2–B1 learners. It may not effectively differentiate between
top-level students, as phrasal verbs like "look up" are well-known.

Distractor Analysis: Balanced – The distractors ("look them for," "look them at," "look
them on") are plausible but incorrect, making the correct answer more identifiable. These
distractors test students’ understanding of common prepositions and phrasal verb structures,
helping to reinforce the correct use of prepositions in different contexts.
6. Taylor: When do people celebrate Father’s Day in America?
Jane: It is annually celebrated ______ the third Sunday of June.
A. on B. in C. at D. from
  Test Type: Multiple-choice
 Construct: Grammar (Prepositions) – This item assesses knowledge of
prepositions, specifically those used with time expressions.
 Validity: High – This question tests a basic but crucial grammatical structure, which
is important for learners at A2–B1 level. The use of prepositions in time expressions
is a key topic in English grammar.
 Reliability: High – There is one correct answer ("on"), making it straightforward to
score and ensuring consistent results across different test-takers.
 Authenticity: High – The question deals with a common real-world topic, as Father’s
Day is widely recognized, making the test both authentic and practical for real-life
communication.
 Practicality: High – This item is easy to administer and score, following a clear
multiple-choice format.
 Item Facility (IF): Moderate – The use of prepositions like "on," "in," "at" is
typically taught at A2 level. This particular sentence is accessible to most A2-B1
students, though it may be slightly more challenging for those still mastering time
expressions.
 Item Discrimination (ID): Moderate – The question could be used to distinguish
between students who understand basic time-related prepositions and those who may
still be confused about them. However, this distinction may not be strong for more
advanced students, as it is a relatively simple grammar point.
 Distractor Analysis: Balanced – The distractors ("in," "at," "from") are plausible but
incorrect in this context. They may test students' understanding of prepositions used in
time expressions, but the correct answer, "on," is clearly the only one that fits here.
Minh: Have you ever been to Hanoi?
Hoang: Yes, I ______ there last year with my family.
A. go B. am going C. went D. have gone

 est Type: Multiple-choice

 Construct: Grammar (Verb Tenses) – This item tests students' knowledge of verb
tenses, specifically the use of past simple versus present perfect in describing past
experiences.

 Validity: High – The item is highly relevant as it directly tests the use of past tenses, a
key aspect of English grammar for A2–B1 students. The choice between "went" (past
simple) and "have gone" (present perfect) reflects a fundamental grammar rule.

 Reliability: High – The test item is objective, with only one correct answer ("went"),
ensuring consistent results when scored.

 Authenticity: Moderate – The question involves a conversation scenario, which is

realistic, though slightly more formal than casual conversation. Nonetheless, it’s a commonly
encountered exchange about past experiences.

 Practicality: High – Easy to administer and score, as it uses a multiple-choice format that
provides clear answers.
 Item Facility (IF): Moderate – While this is a basic grammar question about tenses, the
distinction between past simple ("went") and present perfect ("have gone") can be tricky for
some A2 students, particularly when distinguishing between actions completed at a specific
time vs. an indefinite time.

 Item Discrimination (ID): Moderate – The question distinguishes between students who
have mastered the use of past tenses but might not differentiate well among higher-level
students. More advanced students should easily recognize "went" as the correct answer.

 Distractor Analysis: Balanced – The distractors ("go," "am going," "have gone") are
commonly confused forms, especially with students at the A2–B1 level. The most common
mistake is using the present perfect tense ("have gone"), which can be easily confused with
past simple in informal contexts.

Q8:

Test Item:
Duy: Which place is usually favored for photo shooting, the mountain or the sea?
Khang: I ______ the mountain. The views there are often amazing!

 A. like more
 B. prefer
 C. love more
 D. dislike

Analysis:

 Test Type: Multiple-choice

 Construct: Grammar (Comparative Forms & Preferences) – This item tests the
use of comparative structures for preferences.
 Validity: High – The item is focused on common structures for expressing
preferences, which is a basic grammar topic at the A2–B1 level.
 Reliability: High – The correct answer ("prefer") is clear and unambiguous, ensuring
consistent scoring.
 Authenticity: Moderate – While expressing preferences is common in real-life
conversations, the phrasing is slightly formal for a casual dialogue.
 Practicality: High – Simple to administer and score in a multiple-choice format.
 Item Facility (IF): Moderate – Most students at A2–B1 should be familiar with the
structure, but using "like more" and "love more" as distractors makes this a moderate
challenge.
 Item Discrimination (ID): Moderate – The question is accessible to students
familiar with comparative structures, though it may not strongly differentiate among
more advanced students.
 Distractor Analysis: Balanced – The distractors ("like more," "love more," "dislike")
are plausible but incorrect. "Prefer" is the only grammatically correct answer, and the
other options test students' understanding of comparative forms.
Q9:

Test Item:
Jack: Did everything go well with your presentation yesterday?
Lucy: I had prepared everything carefully, _______ the projector didn’t work, unfortunately.

 A. so
 B. because
 C. but
 D. although

Analysis:

 Test Type: Multiple-choice

 Construct: Grammar (Conjunctions/Linking Words) – This item tests the correct
use of conjunctions to connect clauses.
 Validity: High – The item directly tests knowledge of conjunctions, a fundamental
grammar concept at the A2–B1 level.
 Reliability: High – The correct answer ("but") clearly fits the sentence, making
scoring straightforward and consistent.
 Authenticity: High – The sentence represents a natural conversation, with common
conjunctions used in everyday language.
 Practicality: High – Simple and quick to administer and score.
 Item Facility (IF): Easy – The use of "but" is common, and students familiar with
conjunctions should find this item easy.
 Item Discrimination (ID): Low to Moderate – The item is straightforward, and may
not differentiate well among higher-level students.
 Distractor Analysis: Balanced – The distractors ("so," "because," "although") are
plausible, but none fit the sentence better than "but." This ensures the distractors serve
their purpose in testing students' understanding of conjunctions.

Q10:

Test Item:
Ms Lan: What’s your favorite holiday destination?
Ms Mai: I love a town or city ______ has quiet streets and a lot of museums.

 A. who
 B. whom
 C. that
 D. whose

Analysis:

 Test Type: Multiple-choice

 Construct: Grammar (Relative Pronouns) – This item tests students' ability to use
the correct relative pronoun in a sentence.
  Validity: High – The item tests relative pronouns, which are an important aspect of
grammar at A2–B1 level.
 Reliability: High – The correct answer ("that") is clear, ensuring consistent and
reliable scoring.
 Authenticity: High – The sentence is conversational and realistic, reflecting how
relative clauses are used in real-world contexts.
 Practicality: High – Easy to administer and score in a multiple-choice format.
 Item Facility (IF): Moderate – Students must recognize the correct relative pronoun
("that") to complete the sentence. The other distractors are plausible but incorrect.
 Item Discrimination (ID): Moderate – The question is moderately easy for students
familiar with relative pronouns but could be challenging for those less confident in
this area.
 Distractor Analysis: Balanced – The distractors ("who," "whom," "whose") are all
common relative pronouns but are not appropriate in this context. This tests the
student’s ability to select the right word based on sentence structure.

Q11:

Test Item:
Mark: Hey, Alice! You look really happy today. What's going on?
Alice: Hi, Mark! I’m so ______ about our school trip this Saturday.

 A. amazed
 B. confused
 C. worried
 D. excited

Analysis:

 Test Type: Multiple-choice

 Construct: Vocabulary (Emotions) – This item assesses students’ understanding of
emotion-related vocabulary.
 Validity: High – The item tests common emotion-related adjectives, which is relevant
to vocabulary development at A2–B1 level.
 Reliability: High – The correct answer ("excited") is clear, making scoring
consistent.
 Authenticity: High – The sentence is natural and realistic, as expressing emotions in
conversations is common.
 Practicality: High – Easy to administer and score in a multiple-choice format.
 Item Facility (IF): Easy – The word "excited" is a common emotion, making it easy
for most students to identify.
 Item Discrimination (ID): Low to Moderate – The item is straightforward and may
not differentiate well among students with higher levels of emotional vocabulary.
 Distractor Analysis: Balanced – The distractors ("amazed," "confused," "worried")
are plausible, but "excited" is the most appropriate word for this context. The
distractors test students' understanding of emotion-related vocabulary.
Q15: What does the sign say?

Options:

 A. You are not allowed to jump into the water.

 B. You must be careful when jumping up and down.
 C. Jumping into the water alone is great fun.
 D. Before you jump into the water, ask for help.

 Test Type: Multiple-choice

 Construct: Reading Comprehension (Signs and Notices) – This item assesses students’
ability to understand and interpret information from signs or notices.

 Validity: High – The question tests understanding of a simple sign, which is relevant to
everyday communication and comprehension.

 Reliability: High – The correct answer ("You are not allowed to jump into the water") is
clear and easily identifiable, ensuring consistent scoring.

 Authenticity: High – The question reflects a realistic sign that someone might encounter
in public spaces or recreational areas.

 Practicality: High – Easy to administer and score, following a clear multiple-choice

format.

 Item Facility (IF): Easy – The message on the sign is simple and direct, making it
accessible to most students, especially at A2–B1 level.

 Item Discrimination (ID): Low to Moderate – The question is straightforward, so it

might not strongly differentiate between students at higher levels, but it will be effective for
distinguishing students who understand basic signs.

 Distractor Analysis: Balanced – The distractors test students' ability to differentiate

between similar-sounding instructions, with all options plausible but incorrect

Q16: What does the notice tell us?

Options:

 A. You buy milk tea and get a free cookie every day.
 B. Milk tea and cookies are always free on Tuesday.
 C. You will get a free cookie when you buy milk tea on Tuesday.
 D. You get milk tea and a cookie for 35,000 VND every day.

 Test Type: Multiple-choice

 Construct: Reading Comprehension (Notices and Information) – This item tests the
students' ability to understand promotional or instructional notices.

 Validity: High – The question tests the ability to accurately understand the meaning of a
notice, which is relevant to students' ability to interpret real-world written information.

 Reliability: High – The correct answer ("You will get a free cookie when you buy milk
tea on Tuesday") is clear and concise, allowing for consistent evaluation.

 Authenticity: High – The notice represents a common real-world scenario (promotions),

which is relevant to the students’ language learning.

 Practicality: High – Simple to administer and score, given its multiple-choice format.

 Item Facility (IF): Moderate – Students must focus on the exact wording of the notice to
identify the correct answer. It’s more complex than a basic comprehension question, but still
accessible for A2–B1 students.

 Item Discrimination (ID): Moderate – The question will help differentiate students who
are good at reading comprehension and attention to detail from those who might misinterpret
similar promotional language.

 Distractor Analysis: Balanced – The distractors provide alternative interpretations of the

notice that could be easily confused with the correct answer, which helps test the students’
comprehension accuracy.

Questions 17–22
Q17: "I hope this letter finds you well. Thanks to your lovely letter, which advised me to do
something ______ a hobby but still beneficial for the community."

Options:

 A. on
 B. as
 C. with
 D. like

Analysis:

 Test Type: Multiple-choice

 Construct: Grammar (Prepositions) – Tests the use of prepositions in context.
 Validity: High – The item tests basic preposition usage, a common grammar focus
for A2–B1 learners.
 Reliability: High – Clear and objective scoring with only one correct answer.
 Authenticity: Moderate – Prepositions like "like" are common in both spoken and
written language but less frequent in formal written correspondence.
 Practicality: High – Easy to administer and score in a multiple-choice format.
 Item Facility (IF): Moderate – The correct answer is "like," which is commonly
used with nouns referring to characteristics.
  Item Discrimination (ID): Moderate – This item could distinguish between students
who are familiar with prepositions in phrases but may not challenge advanced
students.
 Distractor Analysis: Balanced – The distractors ("on," "as," "with") are plausible but
incorrect in this context, requiring understanding of how prepositions work with
nouns like "hobby."

Q18: "I’m delighted to let you know that I have ______ the school cooking club."

Options:

 A. got
 B. listed
 C. joined
 D. taken

Analysis:

 Test Type: Multiple-choice

 Construct: Vocabulary (Phrasal Verbs) – Tests knowledge of common verbs used
in expressions.
 Validity: High – The use of "join" in the context of clubs or groups is common and
relevant for language learners.
 Reliability: High – Clear correct answer ("joined"), ensuring consistency in scoring.
 Authenticity: High – Joining a club is a realistic situation, making this question
applicable to real-world contexts.
 Practicality: High – Easy to score and understand, fitting well into the multiple-
choice format.
 Item Facility (IF): Easy – "Joined" is a basic verb taught at A2 level, and students
should be familiar with this structure.
 Item Discrimination (ID): Moderate – The item may not be challenging for more
advanced learners but can distinguish students who struggle with phrasal verbs.
 Distractor Analysis: Balanced – The distractors ("got," "listed," "taken") are
plausible but incorrect, testing understanding of the correct verb to describe
membership in a group.

Q19: "We also come to the homes of those who find it difficult to go out and about and give
them the fresh food. ______ the elderly who live alone feel very happy to see us."

Options:

 A. Some of
 B. Some
 C. A lot
 D. Few

Analysis:
  Test Type: Multiple-choice
 Construct: Grammar (Quantifiers) – This item tests the use of quantifiers with
countable nouns (elderly).
 Validity: High – The correct use of quantifiers is fundamental for language learners
at A2-B1 level.
 Reliability: High – There’s a clear correct answer, and the question is
straightforward.
 Authenticity: High – The use of quantifiers is relevant to everyday conversation,
making the test item authentic.
 Practicality: High – Easy to administer and score in a multiple-choice format.
 Item Facility (IF): Easy – The correct answer is "Some," which is frequently used
and well-understood at A2-B1 level.
 Item Discrimination (ID): Low to Moderate – The item is easy for students familiar
with quantifiers but may not differentiate well among higher-level learners.
 Distractor Analysis: Balanced – The distractors ("some of," "a lot," "few") test
understanding of how to use quantifiers, with only "Some" being appropriate in this
context.

Q20: "They often share their favorite ______, which helps us enrich our offered menu."

Options:

 A. cookers
 B. travels
 C. pastimes
 D. recipes

Analysis:

 Test Type: Multiple-choice

 Construct: Vocabulary (Nouns) – Tests knowledge of nouns used in the context of
food and cooking.
 Validity: High – The item tests common vocabulary related to cooking and food,
which is relevant to A2–B1 learners.
 Reliability: High – Clear correct answer ("recipes") and easy to score.
 Authenticity: High – The use of "recipes" is natural and realistic in everyday
conversations about food.
 Practicality: High – Easy to administer and score.
 Item Facility (IF): Easy – "Recipes" is a basic word that most learners will know,
especially in a food-related context.
 Item Discrimination (ID): Low to Moderate – This is an easy item for most
students, so it might not distinguish well among higher-level students.
 Distractor Analysis: Balanced – The distractors ("cookers," "travels," "pastimes")
are plausible but incorrect, helping to reinforce vocabulary related to food.
Q21: "I enjoy talking with them and ______ to their stories."

Options:

 A. learning
 B. hearing
 C. listening
 D. finding

Analysis:

 Test Type: Multiple-choice

 Construct: Grammar/Vocabulary (Verb usage) – This item tests the correct verb
used with "stories" in the context of listening.
 Validity: High – The choice of verb is essential in communicating the correct
meaning and aligns with typical language use.
 Reliability: High – Clear correct answer ("listening") ensures consistent results.
 Authenticity: High – The sentence represents a common conversational scenario.
 Practicality: High – Easy to score and quick to administer.
 Item Facility (IF): Moderate – The correct answer is "listening," but the distractors
may confuse students who mix up verbs related to hearing.
 Item Discrimination (ID): Moderate – The item distinguishes between students who
are familiar with the correct verb usage for listening.
 Distractor Analysis: Balanced – The distractors ("learning," "hearing," "finding")
are plausible but not suitable in this context, reinforcing the proper usage of
"listening."

Q22: "Let’s both try to make our community ______!"

Options:

 A. harder
 B. better
 C. worse
 D. weaker

Analysis:

 Test Type: Multiple-choice

 Construct: Grammar (Adjectives) – This item tests the correct adjective used with
"community."
 Validity: High – The correct adjective ("better") is a commonly used word to express
improvement.
 Reliability: High – Clear correct answer ("better") ensures reliable scoring.
 Authenticity: High – The sentence is realistic, as it reflects typical conversations
about community improvement.
 Practicality: High – Easy to administer and score.
 Item Facility (IF): Easy – The word "better" is basic and familiar to most students at
A2-B1 level.
  Item Discrimination (ID): Low – This is an easy question and may not effectively
differentiate students with higher proficiency.
 Distractor Analysis: Balanced – The distractors ("harder," "worse," "weaker") are
plausible but incorrect, testing students’ understanding of appropriate adjectives.

Questions 23–28
Q23: "A lot of young boys and girls are now fond of online activities."

 True/False: True
 Analysis:
o The statement is True, as the passage mentions that many teenagers are
attracted to screen-based activities such as online games, social media, or web
surfing.
o Construct: Reading Comprehension – Understanding the general trend
mentioned in the passage.
o Validity: High – This tests the student’s ability to comprehend factual
statements.
o Item Facility (IF): Easy – Straightforward to identify from the text.

Q24: "Sports have some bad effects on teens’ concentration in class."

 True/False: False
 Analysis:
o The statement is False. The passage discusses how sports help improve
concentration in class, not hinder it. It mentions that physical activities help
the brain work better, enabling teens to focus more easily in class.
o Construct: Reading Comprehension – Requires students to evaluate the
relationship between sports and concentration.
o Validity: High – Assesses comprehension of the passage's content.
o Item Facility (IF): Moderate – Needs careful reading to distinguish between
positive and negative effects.

Q25: "Playing sports is stressful because of its competition."

 True/False: False
 Analysis:
o The statement is False. The passage emphasizes that playing sports helps
reduce stress, not increase it due to competition. It mentions how sports are a
great way to relax and reduce stress.
o Construct: Reading Comprehension – This tests the student’s ability to
understand the positive aspects of sports.
o Validity: High – Tests comprehension of the passage’s central ideas.
o Item Facility (IF): Moderate – Students need to contrast the provided
statement with the passage’s information.
Q26: "Building relationships is one of the benefits of playing sports."

 True/False: True
 Analysis:
o The statement is True. The passage mentions that sports help teens build
better relationships and spend time with friends, which makes them more
socially connected.
o Construct: Reading Comprehension – Understanding one of the key
benefits of playing sports.
o Validity: High – Assesses comprehension of the specific benefits of sports.
o Item Facility (IF): Easy – Clearly stated in the passage.

Q27: "What is the main idea of the passage?"

 Options:
o A. The negative side of screen-based activities
o B. The benefits of playing sports for teens
o C. The effectiveness of time management in sports
o D. Teenagers’ responsibilities in society
 Correct Answer: B. The benefits of playing sports for teens
 Analysis:
o The passage focuses on the positive effects of sports, such as improving
health, concentration, time management, and relationships.
o Construct: Reading Comprehension – Identifying the main theme of the
passage.
o Validity: High – Tests the student's ability to summarize the main point of the
passage.
o Item Facility (IF): Moderate – Requires students to grasp the overall
message of the passage.

Q28: "Which of the following is NOT mentioned in the text?"

 Options:
o A. Having a balanced diet makes teenagers much healthier.
o B. Playing sports improves teens’ focus on their schoolwork.
o C. Sports help teens develop both physically and mentally.
o D. Playing with friends through games is quite relaxing.
 Correct Answer: A. Having a balanced diet makes teenagers much healthier.
 Analysis:
o The passage does not mention a balanced diet in relation to teenagers' health;
it only discusses the benefits of playing sports.
o Construct: Reading Comprehension – Evaluating which detail is not
mentioned in the passage.
o Validity: High – Tests attention to detail in reading comprehension.
o Item Facility (IF): Moderate – Requires students to distinguish between
mentioned and non-mentioned ideas.
Questions 29–34
Q29: "The amusement park is a popular ______ for children in summer."

Options:

 (attract)
Answer: attraction
 Analysis:
o Test Type: Word Form (Noun) – The item requires students to use the
correct form of the word "attract" (noun form "attraction").
o Construct: Vocabulary (Word Form) – Testing the ability to use the correct
form of a word in context.
o Validity: High – This is a basic vocabulary test for word transformation.
o Item Facility (IF): Easy – This is a straightforward word transformation task.
o Item Discrimination (ID): Low to Moderate – The question is easy,
especially for students who have a basic understanding of word forms.
o Distractor Analysis: Balanced – The word "attraction" is commonly used in
this context, so distractors would not be particularly challenging.

Q30: "They are glad to move into a new house with ______ surroundings."

Options:

 (please)
Answer: pleasant
 Analysis:
o Test Type: Word Form (Adjective) – Requires students to convert "please"
to the adjective form "pleasant."
o Construct: Vocabulary (Adjective) – Tests students' ability to form
adjectives from verbs.
o Validity: High – This is a simple and common transformation.
o Item Facility (IF): Moderate – While the word "pleasant" is easy to form,
students need to remember the correct transformation.
o Item Discrimination (ID): Moderate – A test of basic vocabulary
knowledge.
o Distractor Analysis: Balanced – "Pleasant" is the obvious adjective, but
students may mistakenly try to use forms like "pleased" or "pleasing."

Q31: "To have a successful gala, we spent weeks ______ for the music performances."

Options:

 (prepare)
Answer: preparing
 Analysis:
o Test Type: Word Form (Gerund) – Tests students’ ability to transform
"prepare" into its gerund form "preparing."
 o Construct: Vocabulary (Verb Transformation) – Testing knowledge of
verb forms used in continuous tenses.
o Validity: High – Transformation of verbs to their appropriate forms is
essential grammar for this level.
o Item Facility (IF): Easy – This is a basic grammatical transformation task.
o Item Discrimination (ID): Low – This is a fairly straightforward item for
A2–B1 students.
o Distractor Analysis: Balanced – The distractors might confuse students who
may try to use "prepared" or "prepares" incorrectly in the continuous form
context.

Q32: "________, the new employee finished the project ahead of schedule."

Options:

 (amaze)
Answer: Amazingly
 Analysis:
o Test Type: Word Form (Adverb) – Converts the verb "amaze" into the
adverb "amazingly."
o Construct: Vocabulary (Adverb Formation) – Tests knowledge of adverbial
forms of verbs.
o Validity: High – This transformation is a simple yet effective test of
grammatical knowledge.
o Item Facility (IF): Moderate – While the transformation itself is easy, the
adverbial form might cause confusion for students.
o Item Discrimination (ID): Moderate – Good for distinguishing students who
are familiar with adverbial forms.
o Distractor Analysis: Balanced – Distractors might include incorrectly formed
adverbs or adjectives, but "amazingly" is the most appropriate.

Q33: "The students had a beneficial meeting with leading ______ on conservation."

Options:

 (science)
Answer: scientists
 Analysis:
o Test Type: Word Form (Noun) – Converts the noun "science" into its plural
form "scientists."
o Construct: Vocabulary (Plural Noun) – Tests students' ability to form plural
nouns from singular ones.
o Validity: High – This transformation is essential for understanding noun
pluralization in context.
o Item Facility (IF): Easy – This transformation is straightforward.
o Item Discrimination (ID): Moderate – The question is basic and doesn’t
challenge more advanced students.
 o Distractor Analysis: Balanced – The distractors may involve other noun
forms (e.g., "scientific" or "sciences"), but "scientists" is the only correct
plural noun.

Q34: "Climate change has caused ______ storms around the world."

Options:

 (damage)
Answer: damaging
 Analysis:
o Test Type: Word Form (Adjective) – Tests the conversion of the noun
"damage" into the adjective "damaging."
o Construct: Vocabulary (Adjective Formation) – Focus on turning a noun
into an adjective.
o Validity: High – This is a common transformation that fits the context of the
sentence.
o Item Facility (IF): Moderate – Some students might confuse "damage" as a
noun for this context rather than forming the correct adjective.
o Item Discrimination (ID): Moderate – This item might challenge students
who are less familiar with forming adjectives from nouns.
o Distractor Analysis: Balanced – Other distractors like "damaged" may seem
plausible, but "damaging" fits the context of describing the type of storms
caused by climate change.

Questions 35 and 36
Q35: "Volunteers are ready to ______ about how to get to the museum."

Options:

 Answer: provide information

 Reasoning: Based on the dictionary entry for "provide," the correct answer would be
"provide information," as this fits the context of volunteers offering details about
directions.
 Construct: Vocabulary (Verb Usage) – The item tests students' ability to use the
verb "provide" in context with its appropriate object (information).
 Validity: High – This question directly assesses the ability to apply the correct form
of the verb "provide" in a practical scenario.
 Practicality: High – Simple to administer and score in a multiple-choice format.
 Item Facility (IF): Moderate – The phrase "provide information" is common and
easily recognized by A2–B1 learners.
 Item Discrimination (ID): Low to Moderate – This item is accessible to most
students, so it may not strongly differentiate advanced learners.
 Distractor Analysis: Balanced – Potential distractors might involve incorrect objects
for the verb, but "provide information" is the most logical and natural fit.
Q36: "The summer program ______ for learners to better their English skills."

Options:

 Answer: provides an opportunity

 Reasoning: Based on the dictionary entry for "provide," the correct answer is
"provides an opportunity," which fits the context of the summer program offering
learners the chance to improve their English.
 Construct: Vocabulary (Verb Usage) – This item assesses the application of the
verb "provide" in a context where something (an opportunity) is being made
available.
 Validity: High – This tests students' ability to use "provide" in a practical, real-world
context, which is a key aspect of vocabulary learning.
 Practicality: High – This item is easy to score and administer in a multiple-choice
format.
 Item Facility (IF): Moderate – While "provides an opportunity" is a natural phrase,
it requires students to know the correct object for the verb "provide" in this context.
 Item Discrimination (ID): Moderate – This item can help differentiate students with
a strong understanding of verb usage in context.
 Distractor Analysis: Balanced – The distractors may include other possible objects
for the verb, but "provides an opportunity" is the most contextually appropriate
choice.

Q37: "Something went wrong with our car on the way to the beach."

Rewritten Sentence:

 Answer: Our car broke down on the way to the beach.

 Analysis:
o Test Type: Sentence Transformation (Paraphrasing) – This tests the
student's ability to rephrase a sentence while retaining the same meaning.
o Construct: Grammar and Vocabulary (Phrasal Verbs) – This item checks
the use of the correct verb phrase "broke down" to convey the same meaning
as "went wrong."
o Validity: High – The question tests the ability to use an alternative expression
while maintaining the intended meaning.
o Reliability: High – The correct transformation is clear and unambiguous.
o Item Facility (IF): Moderate – Requires knowledge of phrasal verbs.
o Item Discrimination (ID): Moderate – This will differentiate students who
are familiar with phrasal verbs like "broke down" from those who may not be.
o Distractor Analysis: Balanced – The distractors may involve slightly
incorrect versions of the sentence, but the correct answer is straightforward.

Q38: "If he doesn’t catch the first metro, he will be late for the conference."

Rewritten Sentence:

 Answer: Unless he catches the first metro, he will be late for the conference.
  Analysis:
o Test Type: Sentence Transformation (Conditionals) – This tests students'
ability to change the structure of conditional sentences.
o Construct: Grammar (Conditionals) – The task assesses knowledge of how
to convert a first conditional into a sentence with "unless."
o Validity: High – This is a basic conditional sentence transformation, which is
a key grammar point.
o Reliability: High – The transformation is clear, and the correct answer is
easily identifiable.
o Item Facility (IF): Easy – Conditional sentences are commonly taught at A2-
B1 levels, and the transformation is a basic grammatical shift.
o Item Discrimination (ID): Low to Moderate – This sentence transformation
may not challenge more advanced students.
o Distractor Analysis: Balanced – The distractors may involve incorrect uses
of conditional clauses but are straightforward for students who understand
conditional sentences.

Q39: "The last time she wrote to her grandparents was last April."

Rewritten Sentence:

 Answer: She hasn’t written to her grandparents since last April.

 Analysis:
o Test Type: Sentence Transformation (Present Perfect) – This tests students'
understanding of the present perfect tense.
o Construct: Grammar (Present Perfect and Time Expressions) – The item
checks whether students can appropriately use the present perfect tense with
"since" to reflect an action that has not occurred since a particular point in the
past.
o Validity: High – The transformation tests the student’s ability to use the
present perfect tense correctly.
o Reliability: High – The answer is clear and relies on solid grammatical
knowledge.
o Item Facility (IF): Moderate – Requires students to know how to correctly
form the present perfect with "since."
o Item Discrimination (ID): Moderate – This will help distinguish between
students with a solid understanding of time expressions and those who may
struggle with tense use.
o Distractor Analysis: Balanced – Distractors may involve incorrect verb
tenses or misused time expressions.

Q40: "The weather was so awful that we couldn’t go picnicking as planned."

Rewritten Sentence:

 Answer: It was such awful weather that we couldn’t go picnicking as planned.

 Analysis:
o Test Type: Sentence Transformation (So/Such) – This tests students' ability
to use the correlative pairs "so" and "such" in a sentence.
o Construct: Grammar (So/Such) – The item evaluates students'
understanding of how to use "so" and "such" to express emphasis.
o Validity: High – This tests a standard grammatical structure for expressing
cause and effect with emphasis.
o Reliability: High – The transformation is clear, and there is a distinct correct
answer.
o Item Facility (IF): Moderate – Students need to be familiar with using
"such" to describe nouns, not just adjectives.
o Item Discrimination (ID): Moderate – This item tests students' command of
structure and differentiation between using "so" and "such."
o Distractor Analysis: Balanced – Possible distractors would involve mixing
up "so" and "such," but the correct transformation is clear.