Georgia teacher certification tests, field 19: German, objectives and assessment characteristics [June 1993]

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Werner Rogers State Superintendent of Schools Georgia Department of Education

Georgia Teacher Certification
Tests
Field 19: German Objectives and Assessment Characteristics
Produced by
Georgia Assessment Project Georgia State University
For Georgia Department of Education Division of Research, Evaluation and Assessment
Atlanta, Georgia
Objectives effective March 1991 First printing December 1990
First revised printing June 1992 Second revised printing June 1993

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 German. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 28 German teachers statewide provided judgments on a comprehensive set of 133 task statements. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists-German teachers, supervisors, and teacher trainersexamined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. More than 22 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 objectives for which they are written and that they do not contain any elements 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:
Test Administration Unit Division of Research, Evaluation and Assessment
Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Werner Rogers State Superintendent of Schools
TCT 19

3
Introduction
This guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) in German. Educators from across Georgia participated in the preparation of these objectives, which became effective with the March 1991 administration of the TCT in German. 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.
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 7 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 total number of correct answers on the 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.
TCT19

6LDl

5
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 Objective
Objectives have been constructed so that each statement contains two parts: a response term (e.g., reads and comprehends); and a content term (e.g., texts).
An objective might read, "The German teacher reads and comprehends a variety of texts within the topic areas delineated in the state curriculum guidelines."
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 07, "0710-methodology and applied linguistics" is a content component). An indicator describes content within a content component (e.g., in Objective 07, "0721-evaluation of speaking" is an indicator under the content component "0720-evaluation of students' work"). Some content components have no indicators to subdivide them.
Examples Sample test items illustrate possible item content and formats used to assess each content
component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample test items are indicated by bold italics.
Using the Objective Reference Numbers
The objective reference number is a four-digit code that identifies pertinent information about any sample test item. Objective reference numbers are used to designate sample test items by the objective, content component, and indicator for which they are written.
Prospective examinees should use the objective reference numbers only as a way of relating sample test items to the appropriate content component or indicator or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system.
The four digits of the reference number contains specific information about a sample test item:
The first two digits (0721) identify the objective for which the item has been written. Objective 07 deals with "foreign language pedagogy."
TCT 19

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The third digit (07~1) indicates a specific content component within an objective. All

objectives have at least one content component. Content component g for this objective is

"evaluation of students' work."

-

The fourth digit (0721) refers to an indicator, if there is one, within a content component.
Indicator 1 in this case is- "evaluation of speaking." If there are no indicators for the content
component, the fourth digit is Q(e.g., 0219,).

TeT 19

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Field 19: German Objectives
Objective 01: The German teacher listens to and comprehends German in a variety of situations within the topic areas delineated in the state curriculum guidelines. This objective accounts for approximately 16-22 percent of the test.
Objective 02: The German teacher demonstrates speaking skills necessary for communication on a variety of topics as delineated in the state curriculum guidelines. This objective accounts for approximately 18-24 percent of the test.
Objective 03: The German teacher reads and comprehends a variety of texts within the topic areas delineated in the state curriculum guidelines. This objective accounts for approximately 11-17 percent of the test.
Objective 04: The German teacher demonstrates writing skills necessary for communication related to a variety of topics as delineated in the state curriculum guidelines. This objective accounts for approximately 12-18 percent of the test.
Objective 05: The German teacher identifies features of the arts, culture, geography, and history of German-speaking countries. This objective accounts for approximately 7-13 percent of the test.
Objective 06: The German teacher identifies and uses correct German grammatical structures. This objective accounts for approximately 13-19 percent of the test.
Objective 07: The German teacher demonstrates skills and knowledge related to foreignlanguage pedagogy. This objective accounts for approximately 2-8 percent of the test.
TeT 19

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TEACHER CERTIFICATION TESTS Field 19: German
Objective 01: The German teacher listens to and comprehends German in a variety of situations within the topic areas delineated in the state curriculum guidelines.
Assessment Characteristics:
The purpose of this objective is to assess the teacher's ability to comprehend spoken German in a variety of situations.
Content Component 0110 listening comprehension
This content component assesses listening comprehension skills needed by a German teacher. For the purposes of this test, listening proficiency is defined as the ability to comprehend the language spoken with native pronunciation at a normal rate of speed. Listening comprehension items are multiple-choice questions based on recorded selections that may include
conversations related to everyday social situations, school, work, or personal experiences; interviews; short lectures on nontechnical topics; or news reports. Topics are nonacademic and generally interesting or relevant to a wide audience. Some examples might include a visit to a restaurant, a weather report, a report of an accident, a trip to the circus, an interview with a rock musician, a description of a German Volksfest, or a report of an ecological disaster. Selections may vary in length and in number of associated items. For some items, the examinee will hear as little as one or two lines of spoken German and must then choose, from four options printed in the test book, the most appropriate response to the taped line(s). Other items may accompany taped selections of up to two minutes in length. All recorded selections, regardless of length, will be played twice. Some recordings may include background sounds intended to provide the examinee with contextual clues. Speakers on recordings are native speakers of German. A variety of regional accents may be represented, but no dialects other than standard High German will be included. Comprehension of technical jargon or slang is not essential to answering items correctly.
TCT 19

9 Items may require the examinee to identify
the main idea of a selection, the point of view expressed by a speaker, the setting or situation in which a conversation takes place, cause-effect relationships expressed in a selection, the correct sequence of events presented in a selection, or the roles of the speakers with respect to one another (e.g., student-teacher). Items do not ask about minor details or trivial points of a selection. Selections and items are constructed so that answering an item correctly does not hinge on familiarity with one individual word.
!CT 19

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Examples for Objective 01:
Listen to the conversation and answer the questions that follow.

Stipendiaten die Plane andert....Achja nur eine kleine Sache mussen wir noch erledigen Haben Sie sich schon furs kommende Semester an der Uni eingeschrieben?

--Guten Tag. MeinName ist Julie Hunter. 1st der Herr Doktor Brandt zu sprechen?
--Nein, er ist Leider verreist. Kann ich ihm etwas ausrichten?
--Vielleicht konnen Sie mir helfen.
--Ja, gerne. Bitte schOn.
--Ich habe ein kleines Problem. Ich war letztes Jahr Fulbright-Stipendiatin. Ich habe mich um eine Verlangerung beworben und sie bekommen.

--Nein. Das macht man erst niichste Woche.
--Dann ist alles in Ordnung. Wenn Sie niimlich die Gebuhren furs Semester schon bezahlt hatten, da ware das ein bi/3chen kompliziert. Nun brauchen wir nur das Reiseburo anzurufen, um Ihnen eine Karte zu besorgen. Das kann ich heute nachmittag noch machen. Dann konnen Sie morgen im Reiseburo Ihren Flugsehein abholen. 1st das in Ordnung?
--Ja, das ware gut. Also, vielenDank fur Ihre HUfe!

--Prima! Eine Verlangerung bekommen nur sehr wenige.
--Ich bin auch sehr dankbar. Aber wissen Sie, in letzter Zeit bin ich doch nicht sicher, ob ich noch einJahr in Deutschland bleiben will.

--Nichts zu danken. AufWiederhOren! --AufWiederhOren!

--1st etwas passiert? Geht es Ihnen denn nicht gut hier?

--Ich fuhle mich in Deutsehland sehr wohl, und ieh dachte, ieh wollte noeh ein paar Jahre hier wohnen, auch wenn es aufeigene Kosten sein musste. Aber letzten Monat ist meine Mutter zu Besueh gekommen, und da habe ich aufeinmal gro/3es Heimweh bekommen.

--Das kann iehgut verstehen.

--Was ich aber fragen moehte, ist... Wie istdas mit meinem Heim{lug, wenn ichjetzt die Verlangerung ablehne und sofort wieder in die USA {liege? Wird das von der FulbrightKommission bezahlt?

--Normalerweiseja. Wir bezahlen immer den Ruck{lug.

--Das ist fantastisch. Wissen Sie, ich habe mir so viele Gedanken daruber gemacht.

--Machen Sie sich keine Gedanken daruber, Fraulein Hunter. Es ist schon ziemlich oft lJorgekommen, da/3 einer von unseren

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Examples for Objective 01: 0110 listening comprehension
Mit wem spricht Julie? (A) mit einer Angestellten der Uni (B) mit einer Angestellten eines Reiseburos (C) mit einer Krankenschwester beim Dr. Brandt (D) mit einer Sekretarin bei der FulbrightKommission
Julie hat angerufen, um zu fragen, ab (A) sie sich mit Herm Dr. Brandt treffen kann. (B) ihr Riickflug von der Kommission bezahlt wird. (C) sie eine Verlangerung des Stipendiums bekommt. (D) man ihre Gebuhren fUrs neue Semester bezahlt hat.
Warum will Julie nach Hause? (A) Ihr Stipendium ist ausgelaufen. (B) Sie fUhlt sich in Deutschland nicht wahl. (C) Seit dem Besuch ihrer Mutter hat sie Heimweh. (D) Sie hat sich nach nicht an der Uni eingeschrieben.
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TEACHER CERTIFICATION TESTS Field 19: German
Objective 02: The German teacher demonstrates speaking skills necessary for communication on a variety of topics as delineated in the state curriculum guidelines.
Assessment Characteristics:
This objective assesses oral communication skills for a German teacher. For the purpose of this test, proficiency in oral communication is defined as the ability to speak German with pronunciation, a rate of speed, and fluency that would be understood without difficulty by a native speaker. Oral communication 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.
Content Component 0210 oral communication, short response
Items for this component test whether the examinee can respond accurately and quickly to a standard question dealing with biographical information or an everyday situation. Questions are presented orally on a recording, and the examinee is expected to respond within a limited number of seconds. Generally, no more than one sentence or phrase is necessary for a response.
Content Component 0220 oral communication, free response
Items for this content component may ask the teacher to use German to summarize and react to a movie, television program, book, magazine, or newspaper article experienced either in German or in English; discuss a current event or an aspect of German-speaking culture and react in simple terms; describe a familiar person, place, object, or event; discuss plans for a future event or activity (e.g., picnic, holiday, vacation, etc.); describe a past experience; influence or encourage someone to do something (e.g., change places on a train, give a refund for a purchased item); seek an explanation for something unexpected (e.g., inquire about an apparent mistake in a grade average or an incorrect total on a bill); seek information related to everyday situations (e.g., ask for directions); describe a picture or series of pictures presented in the test booklet; or describe a situation shown on a videotape.
TeT 19

13 Items that do not provide a stimulus such as a picture or videotape generally provide a list of cues in German to aid the examinee in developing the content of his or her answer. Cues are presented in such a way as to encourage a free response rather than a simple answer to an indirect question. Examinees will be allowed up to two minutes to speak. Criteria for rating oral responses include
correct pronunciation and intonation, correct grammar, connected discourse, appropriateness of the response to the situation, good command of vocabulary, fluency and ease of speech, varied sentence structure, and appropriate use of idioms. In general, errors that interfere with communication will be considered more serious than those that do not.
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Examples for Objective 02: 0210 oral communication, short response
[Instructions on audiotape: You will hear a series of questions in German. Answer each question orally in German with a sentence or a phrase. Questions will not be repeated. After each question, you will have up to 10 seconds to respond. You may begin your response immediately after the question is asked.]
1. Wie lange Lemen S ie schon Deutsch?
2. In welcher Stadt sind Sie geboren?
3. Was habenSie als Hauptfach studiert?

0220
oral communication, free response
[Instructions on audiotape: Read the situation given to you. An outline follows . You will have two minutes to study the situation and the outline. When you hear the first signal tone, push the button on the second tape recorder and begin your narration. You may take up to two minutes to complete your narration; however, you need not speak for the entire two minutes. The length ofyour response is not important as long as you have addressed the question adequately. You will hear a second signal tone when the two minutes are up. You may begin studying the situation and outline now.]
Situation: Ein kleines Kind, auf das Sie aufpassen sollte, ist verschwunden. Erzahlen Sie der Polizei, was passiert ist.
Hier sind ein paar Ideen, die Ihre Antwort leiten kennen:
1. wie das Kind aussieht
2. wo Sie waren, als das Kind verschwand
3. die Situation, bevor das Kind verschwunden ist
4. wie sich das Kind fuhlen wird, wenn es ihm einfallt, daB es verloren ist
5. wie Sie reagiert haben, als Sie feststellten, daB das Kind nicht da war

[After two minutes, the signal tone sounds. Voice on tape says: Push the "record" button and begin speaking now. You may take up to two minutes to describe the situation.]

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TEACHER CERTIFICATION TESTS Field 19: German
Objective 03: The German teacher reads and comprehends a variety of texts within the topic areas delineated in the state curriculum guidelines.
Assessment Characteristics:
The purpose of this objective is to assess the teacher's ability to comprehend the central points of written materials representing a variety of texts. Items are presented in German.
Content Component 0310 reading comprehension
This content component assesses reading comprehension skills needed by a German teacher. Texts on which items are based may include announcements, advertisements, reports of general interest, instructions, newspaper or magazine articles, letters to the editor, personal or business correspondence, or pamphlets. Items are multiple-choice and may require the examinee to identify
the main idea of a text, the point of view expressed in a text, the setting or main characters in a fictional text, the meaning of a difficult word that can be defined using contextual clues, cause-effect relationships expressed in a text, the correct sequence of events presented in a text, or a way of paraphrasing an idea presented in the text. Items do not ask about minor details or trivial points of a passage. Texts and items should be constructed so that answering an item correctly does not hinge on familiarity with one individual word. In addition, items are constructed in such a way as to make it impossible for the examinee to choose the correct answer simply by "matching words." Text may be original materials written by the item writer or copyrighted materials such as magazine articles. Indirect discourse and extended adjectival expressions, while not tested in the grammar section of this test, may appear in texts for this objective.
TCT 19

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Examples for Objective 03:
0310
Use the following paragraphs to answer the next two questions.
reading comprehension
Wieder einmal kam es in Frankfurt zu einer blutigen StraBenschlacht zwischen Polizei und Studenten. Die Demonstranten bewarfen ihre uniformierten Gegner mit Blumentopfen, Flaschen und Rauchbomben, die Polizei verprugelte ziemlich wahllos, was ihr an Beteiligten und Unbeteiligten uber den Weg lief. Der Grund: die studentische Wohnungsnot. Frankfurter Studierende, die kein Zimmer gefunden hatten, besetzten ein seit Monaten leerstehendes Haus--und wurden von der Polizei wieder hinausgeworfen.
Frankfurt ist aber langst nicht mehr die einzige UniversiUitsstadt, in der die Studenten Hauser besetzen. Die Aktion hat Schule gemacht. Die studentische Wohnungsnot ist namlich inzwischen so groB wie nie zuvor. Zu Beginn des Wintersemesters 1971/1972 standen einige tausend junge Manner und Frauen, die von den Universitaten bereits zugelassen waren und sich zum Teil schon eingeschrieben hatten, buchstablich auf der StraBe. In Bonn waren es 600, in Kiel und TUbingen ebenso viele, in Marburg und Heidelberg schatzungsweise 1000, in Frankfurt--von insgesamt 1800--2000, in Munster sogar 3000 Studenten, die kein Dach uber dem Kopf hatten.
(Source: Adler, K. and Steffens, B. Deutsch fUr die
Mittelstufe. Max Hueber Verlag, 1974.)
Warum haben die Studenten in Frankfurt protestiert?
(A) Sie konnten keine Wohnung finden. (B) Die Polizei gebrauchte Gewalt gegen sie. (C) Sie wurden von der Universitat zugelassen. (0) Viele junge Leute bekamen keinen
Studienplatz.
Der unterstrichene Satz bedeutet, daB
(A) die Studenten endlich aufgegeben haben. (B) die Studenten aus der Erfahrung eine Lehre
gezogen haben. (C) die Universitat etwas gegen die Situation
unternommen hat. (0) die Proteste in Frankfurt ein Vorbild fUr
Studenten in anderen Stadten waren.
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TEACHER CERTIFICATION TESTS Field 19: German
Objective 04: The German teacher demonstrates writing skills necessary for communication related to a variety of topics as delineated in the state curriculum guidelines.
Assessment Characteristics:
This objective assesses the teacher's ability to communicate effectively in writing. For the purpose of this test, writing proficiency is defined as the ability to communicate in writing with proper sentence structure and word usage so that the written product can be easily understood by a native speaker of German. Writing proficiency includes the skills necessary to (1) use correct grammar and general vocabulary with some circumlocution, (2) compose connected thoughts, and (3) demonstrate knowledge of correct spelling and punctuation.
Content Component 0410 written communication
Items for this component may require the teacher to
write a social letter such as a letter of invitation; write an autobiographical sketch; describe briefly an actual or hypothetical personal experience; express a personal opinion about a current issue; write a brief report on a factual, though nontechnical, topic; write instructions for a common or everyday procedure or process; describe a picture or a series of pictures; or compose a summary of a situation shown on videotape.
General guidelines or cues in German may be presented with the item to aid the examinee in developing content for the response. Cues are phrased in such a way as to encourage a free response rather than a simple answer to an indirect question.
Criteria for rating written responses will include
intelligibility; grammar, including word order; appropriate use of vocabulary and idiomatic expressions; cohesion and coherence of ideas; spelling and punctuation; appropriateness to the assigned topic; and use of appropriate forms of address (e.g., in correspondence).
In general, errors that interfere with comprehension will be considered more serious than those that do not.
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Examples for Objective 04: 0410 written communication
In your answer booklet, write a well-developed composition on the following topic.
Schreiben Sie einen Brief an eine/n deutsche/n Freundlin, in dem Sie beschreiben, wie man einen amerikanischen Festtag (z.B. Valentine's Day, Halloween, Fourth of July, Thanksgiving) feiert. Hier sind ein paar Ideen, mit denen Sie beginnen konnten: 1. wann das Fest gefeiert wird 2. die Geschichte oder die Bedeutung des Festes 3. wer feiert 4. besondere Gegenstande oder Symbole, die mit dem
Fest verbunden sind 5. wie Sie das Fest dieses Jahr feiern wollen 6. wie Sie das Fest letztes Jahr gefeiert haben
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TEACHER CERTIFICATION TESTS Field 19: German
Objective 05: The German teacher identifies features of the arts, culture, geography, and history of German-speaking countries.
Assessment Characteristics:
Items for this objective assess the educator's knowledge of various features of German-speaking countries, with emphasis on the Federal Republic of Germany. Topics may include anything generally considered to fall within the area referred to by the German word Landeskunde. All items for this objective are multiple-choice in format. Items are presented in German, but the vocabulary used in items is kept to a minimum.
Content Component 0510 civilization (i.e., Landeskunde)
Items may test knowledge of areas such as basic political and economic facts; cultural life, including literature, art, architecture, and music; social institutions (e.g., educational system, mass media, and transportation); social conventions (e.g., customs, etiquette, social mores, and holidays); social problems (e.g., unemployment); environmental problems; geography, including major land features and the location of major cities; systems of expressing dates and telling time; cuisine; and German history up to the present. (NOTE: items on German history will require only minimal knowledge of the most important historical figures and events)
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Examples for Objective 05: 0510 civilization (i.e., Landeskunde)
Die Alpen liegen hauptsachlich im
(A) Norden (B) Osten (C) Siiden (D) Westen

der BRD.

0510
civilization (i.e., Landeskunde)
. Welches deutsche Fest endet mit dem Aschermittwoch?
(A) Fasching (B) Oktoberfest (C) Pfingsten (D) Silvester

0510 civilization (i.e., Landeskunde)
Die Hauptstadt von Osterreich heiBt
(A) Wien. (B) Munchen. (C) Salzburg. (D) Venedig.

0510

civilization (i.e., Landeskunde)

Das Abitur ist eine Prufung, die man in Deutschland am

Abschlu13

macht.

(A) der Grundschule (B) des Gymnasiums (C) der Realschule (D) der Universitat

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TEACHER CERTIFICATION TESTS Field 19: German
Objective 06: The German teacher identifies and uses correct German grammatical structures.
Assessment Characteristics:
The purpose of this objective is to assess the teacher's ability to identify and use acceptable grammatical structures in standard German. All the items for this objective are multiple-choice.
Content Component 0610 grammar
Since many of the elements of grammar cannot easily be tested in isolation from one another, this objective is not divided into subcomponents.
Items may require knowledge of the following elements of grammar.
verbs in the present, simple past, present perfect, past perfect, future and future perfect tenses (including weak, strong, and irregular verbs)
verbs with separable and inseparable prefixes modal auxiliaries in both simple and compound tenses imperative forms with du, Sie, and ihr subjunctive II when used
- to express unreal conditions referring to the present, future, or past - to express wishes introduced by ich wollte or ich wunschte - in clauses introduced by als Db, als wenn, or als - with beinahe or fast to indicate that something almost occurred - for tentative and polite statements or questions passive voice, including - differences between active and passive voice - tenses of passive voice - dative objects in passive sentences - passives that lack both subject and object - passive sentences with modal auxiliaries - statal passive - alternatives to passive voice (i.e., use of man, sein + zu + infinitive, or reflexive
verbs) gender, plural, and cases of nouns der- words and ein- words personal pronouns prepositions verbs and adjectives used with specific prepositions da- and wo- compounds declension of adjectives comparison of adjectives and adverbs conjunctions infinitive phrases
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der- and ein- words used as pronouns the indefinite pronouns man, jemand, and niemand uses of irgend and es relative pronouns and relative clauses reflexive pronouns and reflexive verbs reciprocal pronouns such as einander uses of selbst (seIber) negation (i.e., kein vs. nicht) special problems in German, such as
- use of doch - German equivalents of another - German equivalents of to like - uses of hangen, legen, ste//en, setzen, and /iegen, stehen, sitzen - double-infinitive constructions with sehen, lassen, hOren, and helfen - use of flavoring particles (e.g., denn, eigentlich, ja) word order and syntax This objective may also include items testing the examinee's knowledge of the morphology of German, with particular emphasis on the effects of separable and inseparable prefixes on the meaning of a verb, noun, or adjective. Items are not presented through a translational approach, but rather in a "natural" context. Subjunctive I and extended adjectival expressions will not be tested directly, although passive knowledge of them may be required for the reading comprehension objective.
"'(1 19

Examples for Objective 06:

0610

grammar

Sei bitte so gut und

etwas langsamer!

(A) sprikhe (8) sprecht (C) sprich (D) sprichst

0610

grammar

Weil die Familie aus der 8undesrepublik wegziehen

muBte, hat ihr Haus in Hamburg verkauft

'

(A) haben mussen (8) sein mussen (C) werden miissen (D) worden mussen

0610 grammar

--Kennen Sie meinen Vater schon?

--Ja, wir haben

letzten Sommer

kennengelernt.

(A) ihm (8) sich (C) sie
(D) uns

23

0610 grammar

Das Zimmer, schon vergeben.

der Student erkundigte, war

(A) uber das (8) uber das sich (C) nach dem (D) nach dem sich

0610 grammar

Die Stimmung auf dem Marktplatz

_

Fasching.

(A) erinnette mich an (8) erinnerte mich von (C) erinnere mich an (D) erinnere mich von

0610

grammar

Weil mein Sohn jetzt eine sehr strenge Schule

besucht, hat er sich die Haare

_

(A) schneiden lassen (8) lassen schneiden (C) schneiden gelassen (D) lassen geschnitten

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Examples for Objective 06: 0610 grammar

Ich komme heute abend

Ihnen und dann

konnen wir die Sache besprechen.

(A) bei (B) nach (C) von
(0) zu

0610 grammar

Sie ist schon frOher fortgegangen,

sie

heute nachmittag zum Arzt muBte.

(A) denn (B) um (C) wei! (0) wegen

0610 grammar

Nach der Arbeit gingen wir noch ein Bier trinken, weil

ein

Kollege uns eingeladen hatte.

(A) neue (B) neuen (C) neuer (0) neues

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25
TEACHER CERTIFICATION TESTS Field 19: German
Objective 07: The German teacher demonstrates skills and knowledge related to foreignlanguage pedagogy.
Assessment Characteristics:
This objective tests a small subset of the skills and knowledge required for effective teaching. All items for this objective are in English and are multiple-choice in format.
Content Component 0710 methodology and applied linguistics
Items for this content component test the examinee's knowledge of methods and techniques for teaching foreign language in grades K-12. Basic concepts of applied linguistics and basic theories of language acquisition are also tested here, but only in a context that is relevant to classroom teaching. Items may deal with widely used methods such as the grammar-translation method, the direct method, the audiolingual method, the "natural" method, etc. The examinee may be asked to
match one of the above methods with a definition, recognize a specific method from a brief scenario of classroom activity, identify the goal(s) of a specific method, make comparisons among methods, or recognize controversial issues surrounding particular methods. Additional topics for items include theories of language learning and acquisition as they apply to teaching; basic concepts of phonetics and speech production; regular sound correspondences between German and English; appropriate instructional activities, materials, or assignments to address specific problems; appropriate activities for certain age groups; and developmental differences between elementary and high school students. Items will not ask about academic material that is not applicable to classroom teaching.
Content Component 0720 evaluation of students' work
Indicator 0721 evaluation of speaking This indicator assesses the teacher's ability to diagnose problems in the oral responses of students. Items require the examinee to listen to a recording of a student speaking German and identify specific errors in the student's pronunciation.
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26 Indicator 0722 evaluation of writing
This indicator assesses the teacher's ability to identify weaknesses and diagnose problems in samples of student writing. Writing samples will clearly illustrate the problem(s) to be identified and will generally contain more than one example of the same problem. The examinee may be asked to identify
the type of mistake that is illustrated, a general area of weakness in which the student apparently needs work, or an appropriate remediation strategy for the student.
'(1 19

Examples for Objective 07:
0710
methodology
One criticism of the audiolingual method of language instruction is that it
(A) lacks an emphasis on reading and writing skills.
(8) relies too heavily on memorization and drilling.
(C) requires a capacity for auditory memory that is beyond that of most high school students.
(0) encourages students to experiment with grammatical structures they cannot yet use correctly.
0721*
evaluation of students' speaking
The passage below will be read aloud on an audiotape by a student. Read the passage silently as the student reads it. Then answer the question that follows.
Mein bester Freund in Regensburg hie/3 Andreas. Er war sehr lebhaft und konnte ganz toll Gitarre spielen. Nachdem sein Vater starb, mu/3te er zu seiner Stiefmutter inBremen ziehen.
[Note: In reading the words spielen, starb, and Stiefmutter, the student pronounced the initial sp or st exactly as it is pronounced in English.]
This student's pronunciation shows a problem with
(A) short vs. long vowels. (8) consonant clusters. (C) ie vs. ei. (0) stress.
*Item requires the examinee to listen to an audiotape.

27
0721*
evaluation of students' speaking
The passage below will be read aloud on an audiotape by a student. Read the passage silently as the student reads it. Then answer the question that follows.
Letzten Sommer arbeitete ich bei dem deutschen Konsulat. Dort habe ich viel iiber die deutsche Politik erfahren. Dabei habe ich auch einmal eine internationale Tagung beobachtet.
[The student stresses the second syllable of arbeitete, the second syllable of Politik, and the third syllable of beobachtet.]
This student's pronunciation shows a problem with
(A) consonant clusters. (8) diphthongs. (C) umlauts. (0) stress.
*Item requires the examinee to listen to an audiotape.
0721
evaluation of students' writing
Read the following excerpt from a student's composition and answer the question that follows.
Als Ich klein war, ich ging gern in die Schule. Weil Ich keine Geschwister hatte, ich kam mit anderen Klndern fast nur In der Schule zusammen. Die Schule machte mir also viel SpaB, obwohl der Unterricht selbst nicht sehr interessant war. Jeden Tag nach der Schule ging Ich nlcht direkt nach Hause, sondern ich wollte bleiben und mit melnen Freunden splelen.
The student who wrote the above paragraph would probably benefit most from reviewing
(A) the difference between coordinating and subordinating conjunctions.
(8) word order in sentences introduced by dependent clauses.
(C) word order after introductory adverbial phrases.
(0) uses of simple past vs. present perfect tenses.

Tn 19

28
APPENDIX

Pg.29

.

Scoring the Speaking and Writing Items

Pg.30

Scoring Criteria for Speaking Items (Objective 0220)

Pg.31

..

.

Scoring Criteria for Writing Items (Objective 0410)

HT lq

29
Scoring the Speaking and Writing Items
Items assessing speaking and writing skills in German are production-oriented. Examinees are presented with a question or problem situation that may require a one-sentence answer or an elaborated response of one or more paragraphs. Forthe free-response speaking items, examinees are allowed time to prepare their responses mentally after being presented with the situation.
Both speaking and writing samples are evaluated four times each: twice for their content and twice for the linguistically correct expression ofthat content. The samples are equally weighted for content and expression. Because of ti me limitations, the test contains only one or two free-response items for each of the speaking and writing content components. Each of the responses is worth more than a multiple-choice item for the purpose of score reporting. The speaking items are worth a total of
20-25 percent of the test, and the writing item or items are worth a total of 15-20 percent.
Explicit scoring criteria have been established by foreign-language 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 exam inati ons.
The written and spoken responses are studied by German-content experts, who assign poi nts according to the established criteria. Different raters study the responses each time. In the event that the scorers do not agree in their assessment ofthe 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 German teachers to ensure that the criteria are being applied accurately.
To assign the highest possible rating 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; unfami Iiarity 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 High German

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.

Te' lq

30

CONTENT OF THE SPEAKING SAMPLE: IDEAAND TOPIC ORGANIZATION

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

Level 4 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 expression. There are very few interruptions to the flow of ideas.
Level 3 The speaking sample addresses the topic in an adequate way and provides some degree of elaboration on 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 The speaking sample addresses the topic in a very limited way, with only minimal elaboration of relevant points. The speaker hesitates frequently, and his or her lack of fluency prevents the expression of some ideas. Response is disconnected, interfering with the listener's comprehension.
Level 1 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 The speaker makes only one or two unconnected utterances, does not speak at all, speaks on a topic other than the one assigned, or fails to respond in the appropriate language.

Level 4 The speaker uses a variety of sentence structures, demonstrating control of simple and complex linguistic constructions. A wide range of vocabulary and idiomatic expressions is used. Circumlocution is used successfully when needed. Some grammar errors may occur sporadically, but they do not interrupt communication. Pronunciation is good to excellent, with few mistakes in vowel purity, consonant sounds, accent, stress, syllabication, or intonation.
Level 3 The speaker demonstrates a good command of simple linguistic constructions but may make major errors in more complex statements. Grammar errors are noticeable, causing minor interruptions in intelligibility. Vocabulary and idiomatic expressions are generally appropriate, but largely limited to commonly occurring expressions. It is clear that some nonessential vocabulary is lacking, but the speaker is generally able to circumlocute effectively. Minor mistakes in vowel purity, consonant sounds, accent, stress, syllabication, or intonation occur with some regularity, but the meaning remains clear.
Level 2 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 vocabulary; some key words necessary for conveying the message are unknown. Circumlocution is not attempted or is attempted unsuccessfully. Frequent and regular grammar and pronunciation errors cause significant gaps in communication.
Level 1 Errors in grammar, pronunciation, sentence structure, and vocabulary occur with sufficient frequency to make communication generally incom prehensi bl e.

Level 0 The speaking sample is too incomplete or unintelligible for the rater to make a judgment about its expression, or the response is irrelevant to the topic.

TCT 19

31

CONTENT OF THE WRITING SAMPLE: IDEA AND TOPIC ORGANIZATION
Level 4 The writing sample addresses the topic in a meaningful way, with extensive elaboration on a number of suggested or self-selected topics. The writer addresses the topic with clarity and ease of expression. Cohesive devices are used appropriately.
Level 3 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 understandable. There is limited use of cohesive devices.
Level 2 The writing sample addresses the topic in a very limited way. Several points may be addressed, with only minimal elaboration of any point. The writing shows an inability to express some ideas that are germane to the topic. The flow of ideas is disconnected, hindering the reader's comprehension.
Level 1 The topic is not addressed through narration or description; it consists, instead, of a few unconnected statements that relate to some aspects 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 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 respond 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 The writer uses a varietr of sentence structures, demonstrating control 0 simple and complex linguistic constructions. A wide range of vocabulary and idiomatic expressions is used effectively. Circumlocution is used successfully when needed. Some grammar errors may be present, but they are minor and do not interrupt communication. Generally, the writing demonstrates good to excellent control of grammar. Spelling and the use of diacritical marks and punctuation are almost flawless.
Level 3 The writer demonstrates a good command of simple linguistic constructions but may demonstrate less control of more complex constructions. Grammar 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 diacritical marks and punctuation; they do not inhibit communication.
Level 2 Sentence structure consists almost entirely of simple constructions of uneven quality. There is little syntactic flow. English grammar and syntax may interfere. Grammar, syntax, and vocabulary are either so elementary as to convey little information (though they may be error-free), or more advanced but seriously flawed. The writer is unfamiliar 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 The writing lacks syntactic flow. Even elementary structures are seriously flawed. Many key words are unknown and the writer is unable to find suitable alternatives. Errors in grammar, spelling, sentence structure, and vocabulary occur with sufficient frequency to make communication generally incomprehensible.
Level 0 The writing sample is too incomplete or unintelligible 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.

TCT 19

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and the Carl D. Perkins Vocational and Applied Technology Education Act of 1990); or disability (Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act of 1990) in educational programs or activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies.
The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Perkins Act - Martha S. Staples, Vocational Equity Coordinator Title VI - Bill Gambill, Associate State Superintendent of Schools, Coordinator Title IX - Ishmael Childs, Coordinator Section 504 and ADA - Wesley Boyd, Coordinator
Inquiries concerning the application of the Perkins Act, Title VI, Title IX or Section 504 and ADA 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 Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.
March 1993

~
Division of Research, Evaluation and Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334-5030

FIRST CLASS

N 4/93 BP

Division of Research, Evaluation and Assessment Office of Instructional Services Georgia Departme'nt of Education Atlanta, Georgia 30334-5030 (404) 656-2556
Werner, Rogers State Superintendent of Schools 1993