Georgia teacher certification tests, field 21: Spanish, objectives and assessment characteristics [June 1992]

4------

'/////////////////////////////////)/////////////////////////////////~
////////////////////////////////////////////////////////////////////
'///////////////////////////////////////////////////////////////////. ////////////////////////////////////////////////////////////////////
//////////////////////////////////////////////////////////////////// ///////////////////////////////////////////////////////////////////. '////////////////////////////////////////////////////////////////////
'///////////////////////////////////////////////////////////////////
''//?//;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;/;.

'///////////////////////////////////////////////////////////////////,

///////////////////.

//////

'/////////////////.

'/////

//////////////////

'/////,

//////////////////.

/////1

1'1111//11111111111

IIIII

'/////////////////

/////

/ / / /I ' l ' l 'I ' l ' l 'I ' l ' l 'I ' l ' l '/ / .

/ // / / .

//////////////////

////1

//////////////////

/////,

//////////////////

/////,

'//////////////////.

/////1

//////////////////

/////.

'//////////////////.

////h

/////////////////.

//////

'/////////////////

/////.

/ / / / / / /I ' l ' l 'I ' l ' l 'I ' l ' l '/ / .

/ ////,

//////////////////

////1

//////////////////.

/////.

//////////////////

/////~

'/////////////////,

/////1

'//////////////////

'/////,

'/////////////////,

W///

//////////////////

//////

' /I ' l ' l 'I ' l ' l 'I ' l ' l '/ / / / / // ,

I ' l ' l '/ / /

//////////////////

'/////.

'//I'l'l'I'l'l'I'l'l'I'l'l'I'l'l'/,

/////,

.

Werner Rogers

State Superintendent of Schools

Georgia Department of Education


Georgia Teacher Certification
Tests
Field 21 : Spanish Objectives and Assessment Characteristics
Produced by Georgia Assessment Project
Georgia State University
For Georgia Department of Education
Division of Assessment Atlanta, Georgia
Objectives effective June 1989 First printing March 1989
First revised printing June 1992

2
The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in the field of Spanish. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 250 Spanish teachers statewide provided judgments on a comprehensive set of instructional tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists--teachers, supervisors and teacher educators--examined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. Over fifty content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact:
Teacher Assessment Unit Division of Assessment
Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Werner Rogers State Superintendent of Schools
TCT21

3
Introduction
This guide is designed for those individuals who are preparing to take the Georgia Teacher Certification Test (TCT) in Spanish. Educators from across the state of Georgia participated in the preparation of these objectives. These objectives became effective with the June 1989 administration of the TCT in Spanish. When preparing for the TCT, you should review each objective, content component and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that
1. Most TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer. Some items require the examinee to produce speaking and writing samples.
2. There are no penalties for guessing. 3. While you will be given 3t hours of actual test time, you may request up to one hour of
additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content
weighting information given with each objective statement on page 6 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the number of correct answers on the total test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center.
Acknowledgements
The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators who volunteered their time and expertise to develop these objective specifications.
TCT 21

4
Using The Objective Specifications
Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective. Statement of the Oblectlve
Objectives have been constructed so that each statement contains three parts: a response term (e.g. identifies. recognizes. selects); a content term (e.g perfect and progressive tense verbs); and a context (e.g. in a communicative context).
An objective might read. "The educator forms. uses. and translates Spanish verbs in the perfect and progressive tenses in a communicative or linguistic context. "
Assessment Characteristics
Assessment characteristics define what an objective is intended to test. that is. the acceptable range of content to measure an objective. The characteristics may include definitions. limits to the complexity of item types. or rules that specify which content can or cannot be used to assess the objective.
A content component further defines content within an objective (e.g within Objective 04.
"0410 perfect tenses" is a content component). An Indicator describes content within a content
component (e.g. in Content component 0410. "0413 future perfect" is an indicator).
Examples Sample test items illustrate kinds of item content and formats which might be used to assess each
content component or indicator of an objective. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample items are indicated by bold italics. Actual test items will not appear with identifying numbers or descriptive phrases.
Using the Oblectlve Reference Numbers
The objective reference number is a six-digit code which identifies pertinent information about a test item. Objective reference numbers are used to designate test items by the objective. content component. indicator. and context for which they are written.
Prospective examinees should use the objective reference numbers only as a way of relating sample items to the content component or indicator which they illustrate or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system.
Each digit of the six-digit reference number contains specific information about a test item:
- and The first two digits (041301) identify the objective for which the item has been written.
Objective 04 is perfect progressive verb tenses.
The third digit (041301) indicates a specific content piece (a subcategory) within an objective.
- All objectives have at i9ast one content piece. Content piece 1 for this objective is perfect verb
tenses.
TeT 21

5
The fourth digit (041~1) refers to an Indicator within a content piece (a subcategory of the subcategory), if there is one. Indicator! in this case means future perfect verb tenses. If there are no indicators for a content component, the fourth digit is 0 (e.g., 011g01).
The final two digits (0413gJ) define the context in which the item is presented. All item with this objective reference number would be written in a communicative context, as defined below.
There are four possible contexts for items in Spanish:
01 - In a communicative context Items written in this context address grammatical and syntactical features of Spanish from a perspective of meaning. These items assess the educator's I(nowledge of grammar and syntax by means of completions, translations, paraphrases, rewordings and the like. No grammatical terminology is used. Example: "Which expresses that Juana is taller than Gilberto?"
02 - In a linguistic context Items written in a linguistic context address grammatical and syntactical features of Spanish from a mechanical perspective using grammatical terminology such as tense, mood, voice, person, number, gender, quality, degree, or agreement. Example: "Which is a verb in the preterite tense?"
03 - In an academic context Items written in this context are presented in English and assess the educator's factual knowledge of visual arts, music, literature, culture, geography, and history. Example: 'Which is a popular Spanish dance form?"
04 - In a holistic context Items written in a holistic context address language proficiency. Holistic language proficiency is the ability to synthesize all aspects of a language so that the person is able to communicate in an interactive manner that would be acceptable to a native speaker. The intent of items written in this context is to determine if an educator of Spanish has sufficient reading, writing, speaking and listening skills to function in the target language. In defining the assessment characteristics and producing sample items in this context, care has been taken to isolate to the greatest extent possible the skills from one another so that only one skill is being assessed through any single item. Most items written in' this context require the test-taker to produce a written or verbal response. Example:"loQue hilce eI hombre?"
--
Note: The item format for contexts 01, 02 and 03 is multiple-choice, and the item format for context 04 is primarily production-oriented.
TCT 21 .

LZDJ.
9

7

Field 21: Spanish Objectives

Objective 01: The educator forms. uses. and translates Spanish verbs in simple indicative tenses in a communicative or linguistic context. This objective accounts for approximately 6-12 percent of the test.

Objective 02: The educator forms. uses. and translates Spanish verbs in simple sUbjunctive tenses in a communicative or linguistic context. This objective accounts for approximately 3-9 percent of the test.

Objective 03: The educator forms. uses. and translates Spanish imperative verbs in a communicative or linguistic context. This objective accounts for approximately 1-7 percent of the test.

Objective 04: The educator forms, uses, and translates Spanish verbs in perfect and progressive tenses in a communicative or linguistic context. This objective accounts for approximately 3-9 percent of the test.

Objective 05:

The educator forms. uses, and translates Spanish verbs in the passive voice. and uses and translates Spanish infinitives in a communicative or linguistic context. This objective accounts for approximately 1-7 percent of the test.

Objective 06: The educator recognizes and uses Spanish pronouns in a communicative or linguistic context. This objective accounts for approximately 2-8 percent of the test.

Objective 07: The educator uses Spanish modifiers in a communicative or linguistic context. This objective accounts for approximately 2-8 percent of the test.

Objective 08: The educator uses and translates Spanish nouns in a communicative or linguistic context. This objective accounts for approximately 1-7 percent of the test.

Objective 09: The educator uses and translates Spanish prepositions in a communicative or linguistic context. This objective accounts for approximately 1-6 percent of the test.

Objective 10: The educator forms and translates Spanish numbers in a communicative or linguistic context. This objective accounts for approximately 1-6 percent of the test.

Objective 11: The educator identifies and applies rules of syntax in a communicative or linguistic context. This objective accounts for approximately 2-8 percent of the test.

Objective 12: The educator distinguishes and applies idiomatic features of Spanish in a communicative or linguistic context. This objective accounts for approximately 3-9 percent of the test.

reT 21

8

Objective 13:

The educator identifies persons, time periods, styles, and themes of Hispanic art, music, and literature from various Spanish-speaking civilizations in an academic context. This objective accounts for approximately 2-8 percent of the test.

Objective 14: The educator recognizes features of the cultures, geography, and history of various Spanish-speaking countries in an academic context. This objective accounts for approximately 3-9 percent of- the test.

Objective 15: The educator demonstrates speaking and listening comprehension skills in a holistic context. This objective accounts for approximately 12-18 percent of the test.

Objective 16: The educator demonstrates reading comprehension and writing skills in a holistic context. This objective accounts for approximately 11-17 percent of the test.

For the purpose of reporting test scores, the objectives in Spanish have been combined into six clusters.

Cluster 01:

Includes Objective 15. This cluster accounts for approximately 12-18 percent of the test.

Cluster 02:

Includes Objective 16. This cluster accounts for approximately 11-17 percent of the test.

Cluster 03:

Includes Objectives 06, 07, 08, and 10. This cluster accounts for approximately 14-20 percent of the test.

Cluster 04:

Includes Objectives 01, 02, 03, 04, and 05. This cluster accounts for approximately 26-32 percent of the test.

Cluster 05:

Includes Objectives 09, 11, and 12. This cluster accounts for approximately 11-17 percent of the test.

Cluster 06:

Includes Objectives 13 and 14. This cluster accounts for approximately 8-14 percent of the test.

TCl 21

9
TEACH ER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 1: The educator forms. uses. and translates Spanish verbs in simple indicative tenses in a communicative or linguistic context.
Assessment Characteristics:
Simple indicative tenses include the present, preterite, imperfect, future, and conditional tenses. Verbs used include regular, irregular, stem-changing (e.g., pienso), orthographically (spelling) changing (e.g., escojo, continuo), and reflexive verbs. tems for all content components may require the educator to identify the appropriate
simple indicative verb form for a given Spanish verb, simple indicative verb form in Spanish to reflect the English equivalent, English translation/meaning of the simple indicative Spanish verb form, simple indicative Spanish verb form in a sentence context when the time frame is
provided, rule for forming Spanish verbs in the simple indicative tenses, use of the preterite versus the imperfect tense, transformation of a sentence in one tense to another tense, or uses of the indicative mood in Spanish, including rules governing the sequencing of
tenses.
Content Component 0110 present tense Content Component 0120 preterite tense
Content Component 0130 imperfect tense Content Component 0140 future tense Content Component 0150 conditional tense
TCT 21 -

10

Examples for Objective 1: 011001 present tense

Mi mama no muchachos.

c6mo se lIaman los

(A) recuerda (B) recuerdas (C) recuerdan (0) recuerdo

011001 present tense
Lo hare si
(A) es (B) sea (C) sera (0) seria

necesario.

012002 preterite tense
Which is the preterite conjugation of the verb decir with the subjeetyo?
(A) decia (B) dije (C) dijera (0) dire

014001 future tense
Mi hermana
(A) lIegara (B) lIegare (C) lIeg6
(0) lIegue

la semana que viene.

015001 conditional tense

I would call you tomorrow, but I can't.

Te

manana, pero no puedo.

Which completes the translation?

(A) lIamare (B) lIaIM,;a (C) lIamo (0) voy a lIamar

lCT 21

11
TEACHER CERTIFICAnON TESTS FIELD 21: SPANISH
Objective 2: The educator forms, uses, and translates Spanish verbs in simple subjunctive tenses in a communicative or linguistic context.
Assessment Characteristics:
Simple subjunctive tenses include the present and imperfect subjunctive. Verbs used include regular, irregular, stem-changing (e.g., piense), orthographically (spelling) changing (e.g., escoja. continue), and reflexive verbs. Items for all content components may require the educator to identify the appropriate
simple subjunctive verb form for a given Spanish verb, simple subjunctive verb form in Spanish to reflect the English equivalent, English translation/meaning of the simple subjunctive Spanish verb form, simple subjunctive verb form in a sentence context when the time frame is provided, rule for forming Spanish verbs in the simple subjunctive tenses, or uses of the subjunctive mood in Spanish, including rules governing the sequencing of
tenses.
Content Component 0210 present subjunctive tense Content Component 0220 imperfect subjunctive tense
TCT 21-

12

Examples for Objective 2:
021001
present subjunctive tense

No creo que los muchachos te

_

(A) von
(B) ven (C) vieron (0) han visto

021002
present subjunctive tense
Which phrase should NOT be followed immediately by a verb in the subjunctive mood?
(A) No creo que (B) Es cierto que (C) Es importante que (0) Es interesante que

022001
imperfect subjunctive tense

Siyo

dinero, te comprarfa ese chaJeco.

(A) tenga (B) tengo
(C) tuviera
(0) tuve

KT'21-

13
TEACH ER CERTIFICAnON TESTS FIELD 21: SPANISH
Objective 3: The educator forms, uses, and translates Spanish imperative verbs in a communicative or linguistic context.
Assessment Charaderistics:
Imperative verb forms include direct and indirect commands.
Verbs used include regular, irregular, stem-changing (e.g., piense), orthographically (spelling) changing (e.g., escoja. continue), and reflexive verbs.
Direct commands may include the uses of the indicative or subjunctive to convey formal commands or to convey regular or irregular familiar (tu) commands.
Nosotro. commands can be expressed in the subjunctive (jug.umo.) or using ir (vamo. ajugar).
This objective includes negative and affirmative commands and commands with or without object pronouns.
Content component 0310 imperative verbs (c-ommands)
Items may require the educator to identify the appropriate form for a command to reflect the English equivalent, appropriate English translation/meaning for a Spanish command, or familiar command when its formal counterpart is given, or the reverse.
TCT 21

14
Examples for Objective 3:
031001
imperative verbs
Set the table.
----tu lamesa.
Which completes the translation?
(A) Pan (8) Pone (0 Ponga (D) Pongas

031001
imperative verbs

Have them send it by air mail.

Que 10

por CDrreo a.reo.

Which completes the translation?

(A) envia (8) envian
(0 envie
(D) env/en

031002
imperative verbs
Which is NOT a command?
(A) No se 10 de.
(8) Nose/odfu. (0 No se 10 des. (D) No se 10 demos.

TCT 21

031001
imperative verbs
Which could be used to request an explanation from
someone who is treated formally?
(A) ExpHcameto. (8) Expllqueme/o.
(0 Me 10 explica.
(D) Me 10 explicas.
031002
imperative verbs
Which is the formal ustedes form of the familiar command Hablale tu?
(A) Hablale Uds. (8) Hablanle Uds. (0 Hablele Uds. (D) Hablenle Uds.

15
TEACHER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 4: The educator forms. uses. and translates Spanish verbs in perfect and progressive tenses in a communicative or linguistic context.
Assessment Characteristics:
The perfect tenses include present perfect. pluperfect (past perfect) future perfect. and the conditional perfect. The progressive tenses include the present progressive and the past progressive. Verbs used include regular. irregular. stem-changing (e.g. pidiendo). orthographically (spelling) changing (e.g. lrayendo.leiclo). and reflexive verbs. Compound tenses other than the future perfect and the conditional perfect may be expressed in the indicative or subjunctive mood. Any participle used in conjunction with a verb (e.g. lJolen corrienclo. siguen uiuiendo) constitutes a compound verb. and, as such. is assessed by this objective. Exceptions are perfect participles used with ser (e.g. (ueron recibido.). which are included in objective 05 (passive voice and infinitives).
Content Component 0410 perfect tenses
Indicator 0411 present perfect tense Indicator 0412 pluperfect (past perfect) tense Indicator 0413 future perfect tense Indicator 0414 conditional perfect tense Items for content component 0410 may require the educator to identify the appropriate perfect tense verb form for a given Spanish verb. perfect tense verb form in Spanish to reflect the English equivalent. English translation/meaning of the Spanish perfect tense verb form. Spanish perfect tense verb form in a sentence context when a time frame is provided. or rules for forming Spanish verbs in the perfect tenses.
TeT 21

16
Content Component 0420 progressive tenses
Indicator 0421 present progressive tense Indicator 0422 past progressive tense Items for content component 0420 may require the educator to identify the appropriate progressive verb form for a given Spanish verb, progressive verb form in Spanish to reflect the English equivalent, English translation/meaning of the progressive Spanish verb form, progressive Spanish verb form in a sentence context when a time frame is provided, or rules for forming Spanish verbs in the progressive tenses.
TeT 21

Examples for Objective 4:
041102
present perfect tense
Which word is used as an auxiliary verb when conjugating a Spanish verb in a perfect tense?
(A) estar (8) haber (C) hacer (0) tener

041201

pluperfect (past perfect) tense

They explained to me that they had already finished

it.

.

Me expUcaron que yalo

terminado.

Whi~h completes the translation?
(A) han (8) hayan (C) habian (0) hubieran

041301
future perfect tense
She will have traveled by train.
Which translates the sentence?
(A) Tendra que viajar por tren. (8) Habra que viajar por tren. (C) Habrra viajado por tren.
(0) Habta viajado pol" tten.

17

042101

present progressive tense

Mi hermano

en este momento.

(A) estudi6 (8) estudiara (C) ha estudiado (0) esta estud/ando

042102
present progressive tense
Which can NOT be used as an auxiliary verb with the participle cor;'iendo?
(A) han (8) estan (C) salen (0) siguen
042201
past progressive tense
Which form of the verb seruir is used after eslaba to express -he was serving-?
(A) servia (8) servido (C) sJrviendo (0) sirvi6

TCT 21

18
TEACHER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 5: The educator forms. uses. and translates Spanish verbs in the passive voice. and uses and translates Spanish infinitives in a communicative or linguistic context.
Assessment Characteristics:
Verbs used include regular, irregular, stem-changing (e.g., se hieruen). orthographically (spelling) changing (e.g., que se escoja, que se continue). and reflexive verbs.
Content Component 0510 passive voice
Passive voice includes reflexive constructions (se escriben) and the use of ser with the perfect participle (son escritos). Reflexive verbs used with indirect objects (e.g. se me olvidO, se le rompiO) are also included.
Content Component 0520 infinitives
Items assess infinitives used idiomatically, after prepositions, or as gerundives. Note: An 0520 item may test knowledge of which verb form is to be used after a preposition, but items testing knowledge of which preposition should be used before specific verb forms are assessed in content component 0910 (prepositions).
TeT 21

Examples for Objective 5: 051001 passive voice
Many signs written in Spanish are seen. _ _ _ _ muchos letreros esuitos en espafiol.
Which completes the translation?
(A) Ven (B) Visto
(C) seven
(0) Han visto
052001 infinitives
- - - - Tome la medicina despues de
(A) coma (B) come
(C) comer
(0) comiendo

19
052002 infinitives
Which phrase should NOT be followed immediately by an infinitive?
(A) Vasa (B) Tengo que (C) Acaban de
(0) Es imponante que

TCT 21-

20
TEACHER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 6: The educator recognizes and uses Spanish pronouns in a communicative or linguistic context.

Assessment Characteristics:
The Spanish pronouns can be used in the following ways: direct object, indirect object, subject, prepositional, reflexive, possessive, demonstrative, interrogative, relative, and indefinite. The choice and use of double object (e.g., direct and indirect) pronouns in the same sentence is also included.
Use of reflexive pronouns includes reciprocal meaning (e.g., Mi primo y yo noB eBcribimoB a menudo).

Content Component 0610 pronouns

Items may require the educator to identify the appropriate



Spanish pronoun to replace or refer to a Spanish common or proper noun,



Spanish pronoun to reflect the English equivalent, or



English translation/meaning of a Spanish pronoun.

Notes:

(1) The position and ordering of pronouns in a Spanish sentence is covered in content component I I 10 (syntax).
(2) The special use of reflexive verbs with indirect object pronouns (e.g., "Se te cava el vaso?) is covered in content component OSlO (passive voice).

TCT 21

21

Examples for Objective 6:
061001
pronouns
Me gusta aquel sombrero mas que one").
(A) esta
(8) este (C) este (0) esto

("thiB

061001
pronouns Mansa siempre se sienta aqui, y Rodrigo detras de

061001
pronouns

He mailed it to her.

EI

10 envi6 par correo.

Which completes the translation?

(A) la (8) Ie (C) 10
(0) se

(A) ella
(8) la
(C) Ie
(0) su

061002
pronouns
Which is the USUAL form for an indirect object pronoun meaning "to him"?
(A) el (8) Ie (C) 10
(0) se

TCT 21

22
TEACH ER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 7: The educator uses Spanish modifiers in a communicative or linguistic context.

Assessment Characteristics:

The modifiers in this objective include adjectives, articles, and adverbs.

Past participles used as modifiers are included under adjectival modifiers (0710).

Notes: (1) (2)

Participles used in conjunction with verbs (e.g., salen corriendo) are assessed in objective 04 (compound tense verbs). Items testing numbers are assessed in objective 70 (numbers).

Content Component 0710 adjectives
Items may require the educator to identify and use
correct agreement between adjective and noun; the comparative and superlative forms of adjectives, including irregular forms, and
the use of the conjunctions que and como and the preposition de in expressions of comparison; demonstrative adjectives; possessive adjectives; interrogative adjectives; adjectives in preceding and succeeding positions; preceding, shortened forms of adjectives (e.g. buen, gran); nominalized adjectives usinglo or an article; or past participles used as adjectives.
Content Component 0720 artides
Items may test the agreement of an article with a noun, including nouns which show number only through the article (e.g., loa paralluaa); the inclusion/omission of articles; the special use of el with feminine words such as allua; or the use of the definite article
with words for parts of the body and personal items (e.g., Se laOO La. mano.).
Content Component 0730 adverbs
Items may test the formation of adverbs from adjectives, the irregular adverbs, or the comparative and superlative forms of adverbs.

TCT 21 -

Examples for Objective 7:
071001

adjectives

- - - - Ana me mostr6

fotos.

(A) su (B) sus
(0 suyas
(D) suyos

071001

adjectives

Estos calcetines son

_

(A) tu (B) tus
(0 tuyo (D) tuyos

071001

adjectives

- - - - Esta pelkula es mas interesante

la otra.

(A) a

(B) como

(0 de

(D) que

23

071002
adjectives
Which adjective does NOT change its meaning when placed before a noun?
(A) blanco (B) nuevo (e) pobre (D) viejo

072002
articles

Which sentence does NOT need an article to be complete?

(A) A e1le preocupa

guerra.

(B) Uno de sus problemas mas graves es
____ pobreza.

(0 Alida Rodriguez es

ingeniera.

(D) Vamos a Buenos Aires viene.

mes que

072001
articles
_ _ _ _ aguila sirve de simbolo para la patria.
(A) EI
(B) La
(0 Los
(D) Las

TCT 21

24
Examples for Objective 7:
073002
adverbs
To which form of the adjective claro is the suffix. mente added to produce a regular adverb?
(A) claro (B) clara (C) c1aros (D) c1aras

073001
adverbs

She sings better than I.

canta

que yo.

Which completes the translation?

(A) bien (B) bueno (C) mayor (D) mejor

TCT 21

25
TEACH ER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 8: The educator uses and translates Spanish nouns in a communicative or linguistic context.
Assessment Characteristics: Content Component 0810 nouns
Items may requi re the educator to demonstrate how nouns reflect gender and number (including such compound nouns
as partJglUJiI and cumplealio.), indicate possession between two nouns, or identify the gender of nouns.
TCT 21

26
Examples for Objective 8:
081002 nouns
Which is a feminine noun? (A) aceite (B) mapa (C) mensaje (0) persona
081001 nouns
Which could NOT identify a drink as belonging to a teacher?
(A) Essuya. (8) Es su bebida. (C) Es la profesora de la bebida. (0) Es la bebida de la profesora.
TCT 21-

27
TEACH ER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 9: The educator uses and translates Spanish prepositions in a communicative or linguistic context.
Assessment Characteristics: Content Component 0910 prepositions
Items may require the educator to identify the appropriate preposition to use in a variety of contexts, including standard verb-preposition pairs such as pensar en, sonar con, aprenckr a; identify and use the appropriate contractions of prepositions and articles; or identify and use the personal a.
TCT 21 -

28
Examples for Objective 9:
091001
prepositions
Which word is used with tratar to mean "to try to? (A) a (8) de (C) en (0) que

091002
prepositions
Which sentence does NOT need the preposition a to be complete?

(A) No la vemos (B) Tengo (C) Conoeemos (0) Eillam6

ella. dosprimas.
Juana. mi hermana.

091001
prepositions

Acaban

regresar.

(A) a (B) de (C) que (0) no word needed

091001
prepositions
Tome la medicina despues
(A) a (8) de (C) que (0) no word needed

comer.

091002
prepositions
Which can be contracted?
(A) a .el
(8) a + la
(C) a + los (0) a + las

091001

prepositions

She is planning to call him on Friday.

Piensa

lIamario el viemes.

Which completes the translation?

(A) a (8) en (C) que (0) no wonJ needed

TCT 21:

29
TEACHER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 10: The educator forms and translates Spanish numbers in a communicative or linguistic context.
Assessment Characteristics: Content Component 1010 numbers
Items may require the educator to select the appropriate cardinal or ordinal number for a context or situation, identify the correct agreement of uno and cunto with modified nouns, identify rules of numeral punctuation, or select the appropriate use of Spanish cardinal numbers in certain situations where the ordinal numbers are used in English.
TCT 21

30
Examples for Objective 10: 101001 numbers
- - - - Col6n descubri6 America en
(A) catorce noventa y dos (B) mil catorce noventa y dos
(C) mil cuatrocientos noventa y dos
(0) mil y cuatrocientos noventa y dos

101001 numbers
Josefa vive en el
(A) tercer (B) tercero (C) treee (0) tres

piso.

101001 numbers

There are thirty-one students.

Hay treinta y

alumnos.

Which completes the translation?

(A) un (B) una (C) uno (0) unos

101001
numbers
EI avi6n cuesta dos
(A) mill6n (B) millones (C) mill6n de (0) mil/ones de

d6lares.

101001 numbers
Which is NOT in correct numerical order?
(A) cuarto, quinto, sexto, septimo (B) quinto, sexto, septimo, octavo
(C) prlmero, segundo, quinto, cuarto
(0) primero, segundo, tercero, cuarto

101001 numbers
Tengo
(A) cien
(B) ciento (C) un
(0) uno

mi I pesetas.

TCT 21

31
TEACHER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 11: The educator identifies and applies rules of syntax in a communicative or linguistic context.
Assessment Characteristics: Content Component 1110 syntax
Items may require the educator to demonstrate knowledge of word order and sentence patterns in declarative, interrogative, and negative sentences. Items may require the educator to identify syntactical features of Spanish which may be similar to or different from those of English. The p~acement of direct object, indirect object, and reflexive pronouns is included. The use of double negatives is included. Rules regarding predicate adjectives are included. Placement of the preposition in interrogative structures is also included.
TCT 21

32
Examples for Objective 11 : 111002 syntax
Which is NOT a correct placement for an object pronoun?
(A) before an infinitive
(B) before a conjugated verb (C) on the end of an infinitive (D) on the end of an affirmative command
111002 syntax
Which shows the correct order of a direct object pronoun, an indirect object pronoun, and a conjugated indicative verb in a sentence?
(A) direct object, indirect object, verb (B) indirect object. direct object, verb (e) verb, direct object, indirect object (D) verb, indirect object, direct object
111001 syntax
Miguel Ie comprar. rosas. Which is NOT an appropriate way to make a question out of this statement?
(A) ,Miguel Ie comprara rosas? (B) I.Le Miguel comprara rosas1 (C) ,Le comprara Miguel rosas? (D) ,Le comprara rosas Miguel?

111002

syntax

(Alternate way of testing same skills assessed in previous item)

Will Miguel buy roses for her?

comprar. Ie Miguel r0S8S

1

2

3

4

Which is the correct ordering of the words to translate the question?
(A) 2,1,4,3 (B) 3,1,4,2 (C) 1,2,4,3 (D) 2,4,1,3

TeT 21

33
TEACH ER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 12: The educator distinguishes and applies idiomatic features of Spanish in a communicative or linguistic context.
Assessment Characteristics: Content Component 1210 idiomatic features
Items may require the educator to distinguish between the meanings of words that are generally paired because a single
English word encompasses the meanings of both, such as ser - estar, saber - conocer, poner - meter, que - cual. preguntar pedir, para por, and pero - sino; identify the meaning for a given Spanish idiom (e.g., darse cuenta, tener e"ito); apply the rules for telling time and dates in Spanish; demonstrate the distinction in using syntactically similar verbs such asgustar,parecer and encantar; distinguish between formal and familiar forms of address using tu and usted; demonstrate knowledge of the use and meaning of verbal idioms that connote time,
such as the use of acabar de for immediate past tense and hace + time period + que
to indicate the passage of time; or use weather expressions appropriately.
TCT 21 -

34

Examples for Obleetlve 12:

121001

idiomatic features

Ram6n tiene diez minutos.

porque el avi6n sale dentro de

(A) ganas (B) hambre (C) prisa
(D) suelio

121001 idiomatic features

Enrique and Elisa love rock music.

A Enrique y a Elisa

la musica rock.

Which completes the translation?

(A) Ie encanta (B) les encanta (C) Ie encantan (D) les encantan

121001
idiomatic features
Which could NOT be translated into Spanish using a form of the verb dar?
(A) to teach classes (using closes) (B) to give thanks (using gracias) (C) to realize (using cuenta) (D) to give up (using arriba'

TCT 21 -

35
TEACH ER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 13: The educator identifies persons. time periods. styles. and themes of Hispanic art. music. and literature from various Spanish-speaking civilizations in an academic
context.

Assessment Charaderistics:
The arts include the visual arts, music, and literature from Spain and Spanish America. Emphasis is on major figures, works, time periods, styles, or themes.

Content Component 1310 visual arts
Items may require the educator to
identify an artist by hislher style(s) or theme(s), or vice versa, match a work with its creator, or identify a work by the time period it represents.

For the purpose of assessing this content, Spanish educators in Georgia have determined the following artists to be most important.

Salvador Dalf

Jose Orozco

David Alfaro Siqueiros

Francisco Goya

Pablo Picasso

Joaquin Sorolla

EI Greco

. Jose de Ribera

Diego Velazquez

Bartolome Murillo

Diego Rivera

Francisco Zurbaran

TCT 21

36

Content Component 1320 music
Items may require the educator to
associate an artist with his/her work, style or instrument; identify a work by the time period it represenu; identify major types and styles of Hispanic music; or identify other musical art forms and instrumenu peculiar to Hispanic cultures.
For the purpose of assessing this content, Spanish educators in Georgia have determined the following composers, performers and musical forms to be most important.

composetS, instrumentalists, dancetS and singetS:

Isaac Albeniz

Enrique Granados

Pablo Casals

Jose Greco

Placido Domingo

Julio Iglesias

Manuel de Falla

Jose Iturbi

Agustin Lara Ernesto Lecuona Menudo Andres Segovia

dances: bolero conga cumbia fandango

flamenco jarabe tapatio jota malaguena merengue

rumba salsa sardana tango

other musical art forms and instruments:

castanuelas

guitarra

c1aves

maracas

flamenco

marimba pandereta (tambourine) zarzuela

TeT 21

37

Content Component 1330 literature
Items may require the educator to
recognize an author's major genre(s) or theme(s), identify the main idea of a literary work when the title is provided, identify a work by the time period it represents, or match a work with its creator.

For the purpose of assessing this content, Spanish educators in Georgia have determined the following works and authors to be most important.

Authors and works of Spain: Poema del Cid Lazarillo de Tormes Alfonso el Sabio Calder6n de la Barca Pfo Baroja Gustavo Adolfo Becquer

Camilo Jose Cela Miguel de Cervantes Federico Garcia Lorca Juan Ram6n Jimenez Antonio Machado Antonio de Nebrija Jose Ortega y Gasset

Benito Perez Gald6s Duque de Rivas Miguel de Unamuno Ram6n del Valle-Inclan Lope de Vega Jose Zorilla

Authors of Spanish America: Oro Alegria Mariano Azuela Andres Bello Jorge Luis Borges Julio Cortazar Alejo Carpentier Ruben Dario Bernal Diaz del Castillo

Alonso de Ercilla Carlos Fuentes R6mulo Gallegos Gabriel Garcia Marquez Ricardo Guiraldes Jorge Isaacs Juana Ines de la Cruz

Jose Marti Gabriela Mistral Pablo Neruda Horacio Quiroga Jose Eustasio Rivera Juan Rulfo Domingo Faustino Sarmiento Mario Vargas L10sa

TCT 21-

38
Examples for Objective 13: 131003 visual arts
Who is considered to be one of the most important figures in the development of the cubist movement of modern art?
(A) Pablo Casals (B) Francisco Goya (C) Pablo Picasso (D) Diego Rivera
132003 music
Andres Segovia (1894-1987) was a renowned Spanish (A) guitarist (B) novelist.
(0 painter.
(D) sculptor.
133003 literature
Cien alios di! soledad was written by (A) Jorge Luis Borges. (B) Julio Cortazar. (0 Gabriel Garcia Marquez. (D) Juan Rulfo.
TCT 21

39
TEACH ER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 14: The educator recognizes features of the cultures. geography, and history of various Spanish-speaking countries in an academic context.
Assessment Characteristics:
The purpose of this objective is to assess an educator's knowledge of Hispanic cultures, geography, and history.
Content Component 1410 culture
Items may require the educator to identify the proper application of the Spanish system of names, aspects of daily life which are unique to Hispanic culture, major Hispanic religious holidays and related customs, typical Hispanic leisure time activities, or characteristics and dishes of Hispanic cuisine.
Content Component 1420 geography
Items may require the educator to identify the boundaries, major topographical features, or principal cities of the Hispanic countries: or the regions of Spain.
Content Component 1430 history
Items may require the educator to identify the major invasions of Spain and their effeeu, the relationship of Spanish to Latin and to the other Romance languages, major figures and events that unified Spain, major figures and events in the Spanish colonization of the New World, characteristics and major contributions of pre-Columbian peoples to Spanish-
American civilization, or major figures and events of the struggles for independence in Spanish America.
TeT 21 -

40
Examples for Objective 14: 141003
culture
The FU LL name of the mother of Jose Maria Pelayo Melendez could be
(A) Ana Jose Soles de Pelayo. (B) Ana Melendez Soles de Pelayo. (C) Ana Pelayo Soles de Melendez. (D) Ana Maria Pelayo de Melendez.
141003
culture
The Spanish food called "gazpacho is a cold (A) custard-like dessert. (B) fresh vegetable soup.
(0 rice and seafood dish.
(D) potato and onion omelette.
142003 geography
Which country borders Mexico to the south? (A) Costa Rica (B) EI Salvador
(0 Guatemala
(D) Honduras

142003 geography
Which mountain range separates Spain from France?
(A) Montes Cantabricos (B) Pirineos
(0 Sierra de Guadarrama
(D) Sierra Nevada
143003 history
Sim6n Bol ivar was a dominant figure in the liberation of
(A) Spain. (B) the Caribbean.
(0 South America.
(D) Central America.
143003 history
The Spanish Civil War ended in
(A) 1824. (B) 1898.
(0 1939.
(D) 1945.

TCT 21 -

41
TEACH ER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 15: The educator demonstrates speaking and listening comprehension skills in a holistic context.
Assessment Characteristics:
The purpose of this objective is to determine the educator's abilities to speak Spanish and to listen and comprehend Spanish when spoken.
Content Component 1510 speaking
This indicator assesses speaking skills for a Spanish teacher. Speaking proficiency is defined as the ability to speak the target language with pronunciation, a rate of speed and fluency that would be understood without difficulty by a native speaker. Speaking proficiency includes the skills necessary to (1) satisfy routine social demands and work requirements; (2) conduct casual conversation about current events, work, family and autobiographical information; (3) use effective methods of paraphrase when faced with lexical gaps; (4) pronounce so that native speakers can comprehend; and (5) use basic grammatical structures correctly. Criteria for rating oral responses include
correct pronunciation and intonation, correct grammar, connected discourse, varied sentence structure, good command of vocabulary, fluency and ease ofspeech, appropriate use of idioms, and ability to use formal and familiar forms of address. Items may ask the educator to describe orally in Spanish a picture (such as a landscape, an event, or a person); use Spanish to describe a situation which is shown on video-tape (any dialogue on the
tape is in English); employ correct Spanish pronunciation and intonation while reading out loud; or describe orally in Spanish a situation which is presented written or orally in English.
TCT 21 -

42
Content Component 1520 listening comprehension
This indicator assesses listening comprehension skills for a Spanish teacher. Listening proficiency is defined as the ability to comprehend the language spoken with native pronunciation at a normal rate of speed. Topics for conversation may include everyday social interaction, school or work requirements, or personal experiences. Items may ask the educator to listen to a
description of a picture and select the picture that is described; description of a situation and select the English version of the situation that is
described; or conversation or passage and select the appropriate written English response to oral
Spanish or English questions about it. Questions may be about the main idea or about details in the conversation or passage. Listening items will state the nature of the problem --that is, what the examinee is to listen for-before the listening selection is heard.
TCT 21

Examples for Objective 15:
151004
speaking
[Instructions on audiotape: Read the situation given to you. An outline follows. You will have 1minute to study the situation and outline. When you hear the first prompt (prompt sounds), push the record button on the second tape recorder and begin to describe the situation. You may take up to 2 minutes to complete your narration. You will hear a second prompt when the 2 minutes are up. You may begin studying the situation and outline now.]
Situation: Another Spanish teacher has asked you to tell him about a short presentation that your Spanish class is going to make before the student body.
In your explanation you may include but are not limited to
1. how long the play will last;
2. what kind of play it is (i.e., comedy or tragedy, modern or classical);
3. who wrote the play and his/her nationality;
4. that it is in Spanish, but that anyone should be able to follow the action;
5. where it will be presented;
6. when it will be presented (day and time);
7. that it is intended to promote interest in the Spanish program;
8. how many students it will involve;
9. how long the students have been rehearsing;
10. how the students feel about presenting the play.
[After 1 minute, the prompt sounds. Voice on tape says: Push the record button and begin speaking now. You may take up to 2 minutes to describe the situation.}

43
152004
listening comprehension
Listen to the conversation and indicate where the speakers are going.
-,A que hora sale el avian?
-Cree que despega a las cinco y veinticinco.
--;Espero que lIeguemos a tiempo! Yo tengo que estar en Oaxaca esta noche para un banquete en honor de mi hermano, y este es el unico vuelo que hay. -No te preocupes. Mira, nos faltan solo tres kilometros. Dentro de quince minutos estaras sentado en el avian. The speakers are on their way to a(n) (A) airport. (B) concert. (C) hotel. (0) restaurant.
152004
listening comprehension
Listen to the description and identify what the speaker is describing.
Es japones y bastante chico. Lo que me gusta mas es 10 economico que sale. Gasta un litro de gasolina por casi veinte kilometros. Se dice que no es muy seguro porque alguien podria morir en un choque yendo solamente a sesenta kilometros por hora, pero -- en fin,
t. que se puede hacer? Uno tiene que
manejar algo.
The speaker is describing a(n)
(A) accident. (B) car. (C) child. (0) trip.

TCT 21-

44
TEACHER CERTIFICATION TESTS FIELD 21: SPANISH
Objective 16: The educator demonstrates reading comprehension and writing skills in a holistic context.
Assessment Characteristics:
The purpose of this objective is to determine the educator's abilities to read and write Spanish.
Content Component 1610 reading comprehension
This indicator assesses reading comprehension skills needed by a Spanish teacher. Reading proficiency is defined as the ability to read and comprehend a variety of material written in the target language. Reading proficiency includes the skills necessary to (1) comprehend information presented in non-technical prose, such as can be found in newspapers and magazines, (2) comprehend literary prose and verse, (3) extract details and main ideas from a text, and (4) use general knowledge and linguistic context to determine the meaning of unfamiliar words.
Items for this indicator may require the educator to identify
the main idea of a passage, newspaper or magazine article, or poem written in Spanish;
details of a passage, newspaper or magazine article, or poem written in Spanish; or the meanings of unfamiliar words from context.
All parts of the item (associated stimulus material, stem and options) are written in Spanish.
Content Component 1620 writing
This indicator assesses writing skills needed by a Spanish teacher. Writing proficiency is defined as the ability to communicate in writing with proper sentence structure and word usage so that the written product is understood by a native speaker. Writing proficiency includes the skills necessary to (1) use correct basic grammar and general vocabulary with some circumlocution, (2) compose connected thoughts, and (3) demonstrate knowledge of correct spelling and punctuation, including diacritical markings.
Types of composition may incl ude (1) social correspondence, (2) descriptions or narrations of personal experiences, and (3) creation of detailed summaries.
Items for this indicator may require the educator to
write a social letter, compose a summary of a situation shown on video-tape, write an autobiographical sketch, write non-technical everyday and classroom instructions in Spanish when given the
information and instructions in English, or write a short description of an actual or hypothetical personal experience.
TeT 21

Examples for Objective 16:
161004
reading comprehension
Read the passage and answer the question.
Cuando los arabes invadieron Espana trajeron con ellos su cultura y su lengua, las cuales influyeron mucho en la cultura y la lengua espanolas. Por ejemplo, los moros se destacaban de manera especial en las ciencias y matematicas. De hecho, las palabras -algebra- y _quimica_, tanto como las disciplinas mismas que describen, son de orfgen arabe. Cuando por fin los espanoles pudieron expulsar a los moros de la peninsula iberica a fines del siglo XV, fue demasiado tarde para eliminar todo rastro de la presencia de los arabes.
EI parrafo trata d(e)
(A) la historia de la lengua espanola. (B) el origen del algebra y de la qufmica. (C) las invasiones de la peninsula iberica por
gente de otras culturas. (D) las influencias de Ia cu/tura y la lengua
arabes en la cu/tura y la lengua espanolas.

4S
162004 writing
In your answer booklet, write a well-developed paragraph on the topic. Topic: You are writing a letter to a friend in a Spanishspeaking country and want to describe for him or her how an upcoming holiday (i.e., Valentine's Day, 4th of July, Halloween, Thanksgiving, Christmas, New Year's Eve/Day, etc.) is celebrated in the Ul'lited States. In your description you may include but are not limited to 1. when the holiday is celebrated; 2. who celebrates it (i.e., a particular religious
group); 3. what the holiday is in observance of; 4. any special traditional activities; S. any special objects or symbols associated with it; 6. what you will do to celebrate; 7. with whom you celebrate; 8. where you will celebrate.

TCT 21

l Z.1)1

47
APPENDIX 1

Pg.48 Pg.49 Pg. 50

Scoring the Speaking and Writing Items Scoring criteria for speaking items (content component 1510) Scoring criteria for writing items (content component 1620)
TCT 21-

48
Scoring the Speaking and Writing Items
Items assessing speaking and writing skills in Spanish are production-oriented. Examinees are presented with a question or problem situation that requires an elaborated response of one or more paragraphs. For the speaking items, examinees are allowed time to prepare their responses mentally after being presented with the question.
Both speaking and writing samples are evaluated four times each: twice for their content and twice for the linguistically correct expression of that content. The overall score for the content of the speaking sample is weighted twice as heavily as the expression of that content. The writing sample is equally weighted for content and expression. Because of time limitations, the examinee is required to respond to only one or two items for each of the speaking and writing content components. Therefore, each of the responses is counted as several multiple-choice items for the purpose of score reporting. The speaking items are worth a total of 8-12 percent of the test, and the writing item or items are also worth a total of 8-12 percent.
Explicit scoring criteria have been established by Spanish educators certified to teach in Georgia, working in conjunction with Foreign Language and Teacher Assessment specialists from the Georgia Department of Education. These criteria were designed to be consistent with the ACTFL Proficiency Guidelines, with some reference to requirements for the Advanced Placement examinations.
The written and spoken responses are studied by Spanish content experts who assign a specific number of points to the responses, according to the established criteria. Different raters study the responses each time. In the event that the scorers do not agree in their assessment of the speaking and writing samples, they discuss their differences with a third content expert until consensus is reached. If the scorers remain dissatisfied with their differences, they consult representatives in the Assessment and ForeIgn Language Divisions of the Georgia Department of Education for help in resolving their questions. The raters' evaluations have been checked by Georgia Spanish teachers to ensure that the criteria are being applied accurately.
To assign the highest possible fating to the writing and speaking samples, raters have been instructed to determine whether the examinee:

Speaking Addresses topic meaningfully Elaborates extensively Demonstrates ease of expression Facilitates hearer's understanding Uses a wide range of vocabulary
and idiomatic expressions Circumlocutes successfully when
necessary; unfamiliarity with some pertinent vocabulary does not prevent expression of ideas Uses a variety of sentence structures Demonstrates good control of grammar; few mistakes occur and these should not inhibit communication
Employs good and accurate pronunciation in keeping with accepted standards of American or Peninsular Spanish

Writing
Addresses topic meaningfully Elaborates extensively Demonstrates clarity of expression Uses cohesive devices Facilitates reader's understanding Uses a wide range of vocabulary
and idiomatic expressions
Uses a variety of sentence structures and linguistic constructions
Circumlocutes successfully when necessary; unfamiliarity with some pertinent vocabulary does not prevent expression of ideas
Demonstrates excellent control of grammar, spelling, and diacritical marks; fewer mistakes occur than are allowable for speaking, and these should not inhibit communication

For more information about specific requirements for various ability levels, see the following pages.

TCT 21-

49

CONTENT OF THE SPEAKING SAMPLE: IDEA AND TOPIC ORGANIZATION

LANGUAGE OF THE SPEAKING SAMPLE: SYNTAX, VOCABULARY, GRAMMAR, PRONUNCIATION

Level 4

8 points

The speaking sample addresses the topic in a

meaningful way, with extensive elaboration on

a number of suggested or self-selected topics.

The speaker addresses the topic with clarity,

demonstrating relative fluency and ease of ex-

pression. There are very few interruptions to the

flow of ideas.

Level 3

6 points

The speaking sample addresses the topic in an

adequate way and provides some degree of

elaboration of a few suggested or self-selected

points. Response is clear and understandable.

Some hesitation may be heard, and there may be

brief interruptions to the flow of ideas.

Level 2

4 points

The speaking sample addresses the topic in a

very limited way, with only minimal elaboration

of relevant points. The speaker hesitates fre-

quently, and his or her lack of fluency prevents

the expression of some ideas. Response is dis-

connected, interfering with the listener's com-

prehension.

Level 1

2 points

The topic is not adequately addressed and there

is no elaboration of any point. Hesitations and

interruptions are almost constant. Response is

unclear and fragmented, and the speaker fails to

communicate a complete, intelligible message

about the assigned topic.

Level 0

0 points

The speaker makes only one or two unconnect-

ed utterances, does not speak at all, speaks on a

topic other than the one assigned, or fails to re-

spond in the appropriate language.

Level 4

4 points

The speaker uses a variety of sentence structures,

demonstrating control of simple and complex

linguistic constructions. A wide range of vo-

cabulary and idiomatic expressions is used. Cir-

cumlocution is used successfully when needed.

Some grammar errors may occur sporadically,

but do they not interrupt communication. Pro-

nunciation is good to excellent, with few mis-

takes in vowel purity, consonant sounds, accent,

stress, or syllabication.

Level 3

3 points

The speaker demonstrates a good command of

simple linguistic constructions but may make

major errors in more complex statements.

Grammar errors are noticeable, causi ng minor

interruptions in intelligibility. Vocabulary and

idiomatic expressions are generally appropriate,

but largely limited to commonly occurring ex-

pressions. It is clear that some non-essential vo-

cabulary is lacking, but the speaker is generally

able to circumlocute effectively. Minor mistakes

in vowel purity, consonant sounds, accent, stress,

or syllabification occur with some regularity, but

the meaning remains clear.

Level 2

2 points

Sentence structure consists almost entirely of

simple constructions of uneven quality. English

grammar and syntax may interfere. The speaker

is unfamiliar with all but the simplest vocabu-

lary; some key words necessary for conveying

the message are unknown. Circumlocution is

not attempted or attempted unsuccessfully. Fre-

quent and regular grammar and pronunciation

errors cause significant gaps in communication.

Level 1

1 point

Errors in grammar, pronunciation, sentence

structure, and vocabulary occur with sufficient

frequency to make communication generally in-

comprehensible.

Level 0

0 points

The speaking sample is too incomplete or unin-

telligible for the rater to make a judgment

about its expression, or the response is irrelevant

to the topic.

TCT 21 -

50

CONTENT OF THE WRITING SAMPLE: IDEA AND TOPIC ORGANIZATION

Level 4

4 points

The writing sample addresses the topic in a

meaningful way, with extensive elaboration

on a number of suggested or self-selected top-

ics. The writer addresses the topic with clarity

and ease of expression. Cohesive devices are

used appropriately.

Level 3

3 points

The writing sample addresses the topic in an

adequate way and provides some degree of

elaboration of a few suggested or self-selected

points. The writing is clear and understand-

able. There is limited use of cohesive devices.

Level 2

2 points

The writing sample addresses the topic in a

very limited way. Several points may be ad-

dressed, with only minimal elaboration of any

point. The writing shows an inability to ex-

press some ideas that are germane to the top-

ic. The flow of ideas is disconnected, hinder-

ing the reader's comprehension.

Level 1

1 point

The topic is not addressed through narration

or description; it consists, instead, of a few un-

connected statements that relate to some as-

pects of the topic or outline. There is little or

no elaboration of any point. The writer fails to

communicate a complete, coherent message

about the assigned topic.

Level 0

0 points

The examinee writes only a few words or

phrases, does not write at all, writes on a topic

other than the one assigned, or fails to re-

spond in the appropriate language. This score

is also assigned to illegible writing samples.

LANGUAGE AND MECHANICS OF THE WRITING SAMPLE:
SYNTAX, VOCABULARY, GRAMMAR, PUNCTUATION, SPELLING

Level 4

4 points

The writer uses a variety of sentence structures,

demonstrating control of simple and complex lin-

guistic constructions. A wide range of vocabulary

and idiomatic expressions is used effectively. Cir-

cumlocution is used successfully when needed.

Some grammar errors may be present, but do they

are minor and do not interrupt communication.

Generally, the writing demonstrates good to ex-

cellent control of grammar. Spelling and the use

of diacritical marks and punctuation is almost

flawless.

Level 3

3 points

The writer demonstrates a good command of sim-

ple linguistic constructions but may demonstrate

less control of more complex constructions. Gram-

mar errors are noticeable, causing minor problems

with intelligibility. There is good control of simple

grammar, but uneven control of more complex

grammar. Vocabulary and idiomatic expressions

are generally appropriate, but largely limited to

commonly occurring expressions. The writer is

generally able to circumlocute to a limited degree.

Few errors occur in spelling and the use of diacrit-

ical marks and punctuation; they do not inhibit

communication.

Level 2

2 points

Sentence structure consists almost entirely of sim-

ple constructions of uneven quality. There is little

syntactic flow. English grammar and syntax may

interfere. Grammar, syntax, and vocabulary are ei-

ther so elementary as to convey little information

(though they may be error-free), or more ad-

vanced but seriously flawed. The writer is unfamil-

iar with all but the simplest vocabulary; some key

words necessary for conveying the message are

unknown. Circumlocution is not attempted or is

attempted without success. Frequent and regular

spelling and punctuation errors cause significant

gaps in communication.

Level 1

1 point

The writing lacks syntactic flow. Even elementary

structures are seriously flawed. Many key words

are unknown and the writer is unable to find suit-

able alternatives. Errors in grammar, spelling, sen-

tence structure, and vocabulary occur with suffi-

cient frequency to make communication generally

incomprehensible.

Level 0

0 points

The writing sample is too incomplete or unintelli-

gible for the rater to make a judgment about its

expression. This rating is also used for writing

samples written in the wrong language or which

do not address the topic.

TeT 21

51
TCT 21

55
Federal law prohibits discnmiootion on the basis ofrace, color or ootioool origin (Title VI ofthe Civil Rights Act of1964); sex (Title IX ofthe Educatioool Amendments of1972 and Title II ofthe Vocatioool Education Amendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act of1990) in educatioool programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department ofEducation does not discrimioote in any educatioool programs or activities or in employment policies. The following individuals have been desigooted as the employees responsible for coordiooting the department's effort to implement this nondiscrimiootory policy.
Title II - Billy Tidwell, Vocatioool Equity Coordiootor Title VI - Bill Gambill, Associate State Superintendent ofSchools, Coordiootor Title IX -Ishmael Childs, Coordiootor Section 504 - Wesley Boyd, Coordiootor Inquiries concerning the application of Title II, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regioool Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C.2020I.
TeT 21


Division of Research, Evaluation and Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334-5030
FIRST CLASS
Division of Research, Evaluation and Assessment Georgia Department of Education Atlanta, Georgia 30334-5030 (404) 656-2556
Werner Rogers State Superintendent of Schools 1992