Georgia teacher certification tests, field 20: Latin, 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 20: Latin
Objectives and Assessment
Characteristics
Produced by
Georgia Assessment Project Georgia State University
For Georgia Department ofEducation 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 the field of Latin.
The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 30 Latin 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. More than 25 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
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Introduction
This guide is designed for those individuals who are preparing to take the Georgia Teacher Certification Test (TCT) 1n Latin. Educators from across Georgia participated in the preparation of these objectives, which became effective with the March 1991 administration of the TCT in Latin.
When preparing for the TCT, you should review each obj ective, 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. Latin 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 3 1/2 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 pages 7-8 to see how important each objective is. The distribution of content across objectives is based on the 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.
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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 Objective
Objectives have been constructed so that each statement contains three parts: a response ter.m (e.g., identifies, recognizes, selects); a content ter.m (e.g., perfect and imperfect tenses); and a context (e.g., in a communicative context).
An objective might read, "The educator identifies the forms, uses, and translations of Latin verbs 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., in Objective 01, "0110-verb forms of the indicative mood" is a content component). An indicator describes content within a content component (e.g., in Objective 01, "0116-future perfect tense" is an indicator under the content component "0110"). In Latin, only content components in objectives 01 and 02 are further subdivided into indicators.
Examples
Sample test items illustrate kinds of item content and formats that 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 boldfaced type. Actual test items will not appear with identifying numbers or descriptive phrases.
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Using the Objective Reference Numbers

The objective reference number is a six-digit code that 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 that 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 sample test item:

The first two digits (011601) identify the objective for which the item has beenwritten. Objective 01 is "Latin verbs."

The third digit (01~601) indicates a specific content piece

within an objective~ All objectives have at least one

content piece. Content piece ~ for this objective is

"indicative mood."

-

The fourth digit (011~01) refers to an indicator, if there is one, within a content. Indicator 6 in this case means "future perfect tense." If there are-no indicators for the content piece, the fourth digit is 0 (e.g., 031~01).

The final two digits (011601) define the context in which the problem situation is presented. Items for Latin have three possible contexts:

01 Communicative context

Items written in this context address grammatical and syntactical features of Latin from a perspective of meaning. These items assess the educator's knowledge of grammar and syntax by means of paraphrases, rewordings, completions, translations, and the like. No grammatical terminology is used. Example: "Which expresses that Julius will have traveled by horse?"

02 Linguistic context
Items written in a linguistic context address grammatical and syntactical features of Latin from a mechanical

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perspective using grammatical terminology such as inflections/affixes, tense, mood, voice, person, number, gender, degree, or agreement. Example: "Which verb is perfect subjunctive, active, and 1st-person plural?" 03 Academic context Items written in this context are based on factual knowledge of word study, mythology, literature, scansion, culture, geography, politics, and history. Example: "When was the Golden Age of Roman literature?"
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Field 20: Latin Objectives

Objective 01:

The educator identifies the forms, uses, and translations of Latin verbs in a communicative or linguistic context. This objective accounts for approximately 11-17 percent of the test.

Objective 02:

The educator identifies the forms, uses, and translations of Latin verbals in a communicative or linguistic context. This objective accounts for approximately 8-14 percent of the test.

Objective 03:

The educator identifies the forms, uses, and translations of Latin nouns, adjectives, and pronouns in a communicative or linguistic context.
This objective accounts for approximately 10-16 percent of the test.

Objective 04:

The educator identifies the forms, uses, and translations of Latin adverbs and translates Latin prepositions and conjunctions in a communicative
or linguistic context. This objective accounts for approximately 5-11 percent of the test.

Objective 05:

The educator demonstrates translating and reading comprehension skills in a communicative context. This objective accounts for approximately 20-26 percent of the test.

Objective 06:

The educator identifies the meanings of common
Latin phrases, idioms, mottoes, quotations, root
words, affixes, and English derivatives in an academic context. This objective accounts for approximately 4-10 percent of the test.

Objective 07:

The educator identifies major authors, time
periods, styles, literary devices, and themes of
Latin literature and scansion of Latin poetry
written in dactylic hexameter in an academic context. This objective accounts for approximately 4-10 percent of the test.

Objective 08:

The educator identifies major figures, stories,
themes, and influences of classical Roman and
Greek mythology in an academic context. This objective accounts for approximately 5-11 percent of the test.

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8 Objective 09:

The educator identifies the major features of the
culture, history, and geography of Rome and the
Roman Empire in an academic context. This objective accounts for approximately 5-11 percent of the test.

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TEACHER CERTIFICATION TESTS Field 20: Latin
Objective 01: The educator identifies the forms, uses, and
translations of Latin verbs in a communicative or linguistic context.
Assessment Characteristics:
This objective tests the educator's knowledge of how verbs reflect voice, mood, tense, number, and person. The educator should be familiar with the following verb concepts:
active and passive voice; forms and uses of the indicative, subjunctive, and
imperative moods, including both positive and negative statements; verbs from the four regular conjugations (1st, 2nd, 3rd, 3rd -io, and 4th); conjugations of irregular verbs such as sum, possum, fero, volo, nolo, malo, eo, and fro; deponent (e.g., arbitror, fateor, loquor, and experior) and semideponent verbs (e.g., audeo and frdo); defective verbs such as coepr, meminr, odr, inquam, aiD, queo, and quaeso; and impersonal verbs such as libet, licet, oportet, necesse est, and pluit.
Note: The formation and usage of verbals - both noun forms (infini tives, gerunds, and supines) and adjective forms (participles and gerundives) - are included under Objective 02.
Items for all content components may require the educator to identify the appropriate
verb form for a given Latin verb, verb form in Latin to reflect the English equivalent, English translation/meaning of the Latin verb form, Latin verb form in a sentence context when a time frame is
provided, rule for forming Latin verbs in any tense in any mood, use of the perfect vs. imperfect tense, transformation of a sentence in one tense to another tense,
or uses of the various moods in Latin, including rules
governing the sequence of tenses.
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10 Content Component Indicator 0111 Indicator 0112 Indicator 0113 Indicator 0114 Indicator 0115 Indicator 0116

0110 indicative mood

present tense

imperfect tense

future tense perfect (present perfect) pluperfect (past perfect)

tense..
tense..

future perfect tense

Content Component Indicator 0121 Indicator 0122 Indicator 0123 Indicator 0124

0120 subjunctive mood

present tense

imperfect tense perfect (present perfect) pluperfect (past perfect)

tense..
tense.

Content Component Indicator 0131 Indicator 0132

0130 imperative mood present tense future tense

* NOTE: Only the terms perfect and pluperfect will be used in test items.

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Examples for Objective 01:
011102
present indicative
Which is the present indicative active third-person singular form of nolo?
(A) nolet (B) nolit (C) noluit (D) non vult
011201
imperfect indicative (deponent verb)
Cotldie mllites hortabatur.
Which best translates the underlined word?
(A) encouraged (B) was encouraged (C) is encouraging (D) had been encouraged
011401
perfect indicative
Mllites vulnerati sunt.
The soldiers
Which completes the translation?
(A) are wounded (B) have wounded (C) have been wounded (D) were being wounded

11
011402
perfect indicative
How is the perfect indicative tense formed in the passive voice?
(A) drop -r from the third
principal part + perfect personal endings
(B) drop the -re from the
second principal part + -ba + passive personal endings (C) perfect passive participle + present tense of sum (D) perfect passive participle + imperfect tense of sum
011601
future perfect indicative
She will have traveled by horse.
Equo iter
Which completes the translation?
(A) fecit (B) faciet (C) fecerit (D) facturus esse

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Examples for Objective 01:
012101
present subjunctive {hortatory}
Caesar ducat.
Which is the correct translation?
(A) Caesar leads. (B) Let Caesar be led. (C) Let Caesar lead. (D) Caesar will lead.
012302
perfect subjunctive
Which is the perfect subjunctive first-person plural form of sum?
(A) fuI (B) fueri:mus (C) fuissemus (D) fuimus

013101
present imperative
Do your work now, students I
vestrum laborem nunc, discipuli:1
Which completes the translation?
(A) fac (B) facietis (C) facite (D) facitis
013101
present imperative {negative}
Do not run in school, Julia I
in schola, Iulial
Which completes the translation?
(A) Ne curre (B) Non currit (C) Noli: currere (D) NolIte currere

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TEACHER CERTIFICATION TESTS
Field 20: Latin
Objective 02: The educator identifies the forms, uses, and translations of Latin verbals in a communicative or linguistic context.

Assessment Characteristics:

This objective tests the educator's knowledge of how verbals reflect voice and number. The educator should be familiar with the following verb concepts:

active and passive voice;
verbs from the four regular conjugations (1st, 2nd, 3rd, 3rd -io, and 4th) ;
conjugations of irregular verbs such as sum, possum, fero, volo, nolo, malo, eo, and fro;
deponent (e.g., arbitror, fateor, loquor, and experior) and semideponent verbs (e.g., audeo and frdo);
defective verbs such as coepr, meminr, odr, inquam, aio, queo, and quaeso; and
impersonal verbs such as libet, licet, oportet, necesse est, and plui t.

Items for all content components may require the educator to identify the appropriate

verbal for a given Latin verb, verbal in Latin to reflect the English equivalent, English translation/meaning of the Latin verbal, rule for forming Latin verbals, or use of Latin verbals.

Content Component

0210 infinitives

Indicator 0211

present active infinitive

Indicator 0212

perfect active infinitive

Indicator 0213

future active infinitive

Indicator 0214

present passive infinitive

Indicator 0215

perfect passive infinitive

Indicator 0216

future passive infinitive

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14 Content Component

0220 gerund

Content Component

0230 supine

Content Component Indicator 0241 Indicator 0242 Indicator 0243 Indicator 0244

0240 participles present active participle future active participle perfect passive participle future passive participle (gerundive)

TCfZO

Examples for Objective 02:
021202
perfect active infinitive
Which is the perfect active
infinitive of navigo?
(A) navigare (B) navigarI (C) navigavisse (D) navigaturus esse

022002

gerund

Milites arma parabant.

causa

Which verb form completes the sentence?

(A) pugnandi (B) pugnand5 (C) pugnantI (D) pugnantis

15
024302
perfect passive participle
When Caesar saw the enemy, the ar.my made plans for an attack.
Which would be the most likely Latin construction for the underlined portion of the sentence?
(A) gerundive (B) ablative absolute (C) perfect infinitive (D) cum clause with present
subjunctive

023002
supine
Milites venerunt praedam quaesitum.
Which describes the construction of the underlined word?
(A) gerund (B) gerundive (C) passive periphrastic (D) supine

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TEACHER CERTIFICATION TESTS Field 20: Latin
Objective 03: The educator identifies the forms, uses, and
translations of Latin nouns, adjectives, and pronouns in a communicative or linguistic context.

Assessment Characteristics:
This objective tests the educator's knowledge of Latin forms (nouns, adjectives, and pronouns) that are declined.

Content Component

0310 nouns

Nouns of all five declensions are included.

Items may require the educator to identify the appropriate

Latin case for a purpose described; function of a Latin noun in context; form of a Latin noun, given case and number;
use of a Latin case; form of the Latin noun to reflect the English
equivalent; or
English translation/meaning of a Latin noun.

Content Component

0320 pronouns

The forms and uses of personal, relative, interrogative, demonstrative, indefinite, intensive, and reflexive pronouns are included.

Items may require the educator to identify the appropriate

type of Latin pronoun for a purpose described, form or meaning of the demonstrative pronoun in a given
context,
form or meaning of the personal and/or reflexive pronoun in a given context,
form or meaning of the intensive pronoun in a given context,
form or meaning of the relative pronoun in a given context,

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form or meaning of indefinite pronouns, or form or meaning of the interrogative pronoun in a given
context.

Content Component

0330 adjectives

The types of adjectives included are first/second declension, third declension, irregular, interrogative, demonstrative, and indefinite.

The degrees of adjectives (positive, comparative, and superlative) are included.

Items may require the educator to identify the appropriate

form of Latin adjective, degree of Latin adjective, form of Latin adjective for the English equivalent, form of Latin adjective to agree with a given Latin
noun,
form or meaning of a demonstrative adjective in a given context,
form or meaning of an indefinite adjective, or form or meaning of the interrogative adjective in a
given context.

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Examples for Objective 03:
031001
nouns
Give the book to the girl.
Da librum - - - - - - - -
Which completes the translation?
(A) puella (B) puellae (C) puellam (D) puella
031001
nouns
FideI vItam d~dicavit.
Which best translates fideY?
(A) by his faith (B) to his faith (C) his faith (D) faith's
031002
nouns
Which case is generally used for the direct object of the verb?
(A) nominative (B) dative (C) accusative (D) ablative

031002 nouns Which declension, case, and
number are indicated by -arum?
(A) first, genitive, plural (B) second, accusative,
plural (C) first, genitive, singular (D) second, accusative,
singular
032001 pronouns
I defended myself. Which translates myself? (A) ipse
(B) me
(C) se (D) te
032001
pronouns The soldier wounded himself. Which translates himself? (A) ipse (B) ipso
(C) se
(D) sibi

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Examples for Objective 03:

032001

033001

pronouns

adjectives

Be must do this.

worst book

Boc est

.

-

-

-

-

-

-

-

-

faciendum

Which completes the translation?

liber
Which completes the translation?

(A) ei:
(B) eo
(C) eum (0) is

(A) male (B) malus (C) peior (0) pessimus

032002
pronouns
Which pronoun is NOT dative singular?
(A) eI (B) eIdem (C) hi: (0) illI
032002
pronouns
Which would agree with verba?
(A) idem (B) eadem (C) eadem (0) eIdem

033001

adjectives

The soldier sent a short message to his wife.

JUles uxori: praemit tm>a

t

-

-

-

-

-

niintium

Which completes the translation?

(A) brevis (B) brevium (C) brevem (0) brevI

033002
adjectives
Which is the accusative plural neuter form of acer?
(A) acre (B) acres (C) Acria (0) acribus

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TEACHER CERTIFICATION TESTS
Field 20: Latin

Objective 04:

The educator identifies the for.ms, uses, and translations of Latin adverbs and translates Latin prepositions and conjunctions in a communicative or linguistic context.

Assessment Characteristics:

Content Component

0410 prepositions

Prepositions that govern the accusative or ablative cases are included.

Items may also include the distinction between the meaning of the Latin in when used with a verb of rest or with a verb of motion.

Items may require the educator to identify the appropriate

Latin preposition when given the English equivalent, English meaning of a prepositional phrase when given the
Latin, or
use of a prepositional phrase.

Content Component

0420 conjunctions

Both the regular and enclitic forms of conjunctions and their uses are included.

Content Component

0430 adverbs

Items may test the use and meanings of adverbs.

Items may test the formation of an adverb from an adjective. Adverbs that follow the regular formation are included as well as adverbs which have irregular formation (e.g., bene, magnopere) .

Items may test the comparative and superlative forms of the adverbs, including the use of magis and maxime with adjectives ending in -ius or -eus.

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21
Items may require the educator to identify the appropriate degree of a Latin adverb: adverb form, given the Latin adjective; translation of the Latin adverb; or Latin adverb form given the English equivalent.
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Examples for Objective 04:
041001
prepositions
EquI in aqrIs sunt.
Which best translates the underlined phrase?
(A) in the fields (B) near the fields (C) into the fields (0) against the fields

042001
conjunctions
Aut Caesar aut mIlites . . .
How should the underlined words be translated?
(A) Or or (B) Both and (C) Either or (0) Neither nor

041001

prepositions

He is among friends.

Est

socios.

Which best completes the translation?

(A) ante
(B) cum
(C) in (0) inter

042001
conjunctions
Both Juno and Venus were Roman goddesses.
How should the underlined words be translated in the sentence?
(A) Aut aut (B) Et et (C) Neque neque (0) Uterque uterque

043001
adverbs
Marcus in campIs pugnavit.
Which completes the sentence?
(A) audacI (B) audace (C) audacter (0) audacior
043001
adverbs
Which is the Latin equivalent for where?
(A) cur (B) ibi (C) tum (0) ubi

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Examples for Objective 04:
043001
adverbs
Which is the meaning of ni5bilissime?
(A) noble (B) nobly (C) noblest (D) very nobly
043002
adverbs
Which adverb is used to form the comparative of idi5neus?
(A) plUs (B) valde (C) magis (D) maxime
043002
adverbs
Which is the superlative form for bene?
(A) optima (B) melius (C) melior (D) optimus
043002
adverbs
Which is the superlative adverb form for acer?
(A) acre (B) acrius (C) acerrime (D) acerrimus

23
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TEACHER CERTIFICATION TESTS Field 20: Latin
Objective 05: The educator demonstrates translating and reading
comprehension skills in a communicative context.

Assessment Characteristics:

Content Component

0510 translating

Items may require the educator to translate phrases, clauses, or sentences as well as extended passages from Latin to
English. Items may require the educator to translate phrases, clauses, or sentences from English to Latin.

These translations may involve not only simple grammatical and syntactical devices such as selection of verb tenses and agreement of subject with verb but also may address complex Latin forms or constructions such as

active or passive periphrastic constructions;
participial phrases; ablative absolutes;
infinitives; indirect statements; conditional ideas; independent clauses requiring the subjunctive;
cum clauses; subjunctive clauses of purpose; SUbjunctive clauses of result; clauses of fear or doubt; indirect commands; indirect questions; and gerunds, gerundives, or supines.

Passages that the educator may be asked to translate may come from

Caesar's Gallic Wars, Pliny's Letters, works by Cicero, works by Livy, Vergil's Aeneid, Ovid's Metamorphoses,
works by Martial, works by Horace, or works by Catullus.

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Content Component

0520 reading comprehension

This content component assesses the reading comprehension skills needed by a Latin teacher. Reading proficiency is defined as the ability to read and comprehend a variety of material written in the target language. For the Latin educator, reading proficiency includes the skills necessary to (1) comprehend classical literary prose or verse, (2) extract details and main ideas from a text, and (3) use general knowledge to determine the meaning of unfamiliar words.

Items may require the educator to identify the

main idea of a prose passage or poem written in Latin, the intended tone of a prose passage or poem written in
Latin,
details of a prose passage or poem written in Latin, or
meanings of unfamiliar words from context.

The educator may be asked to read from passages of moderate difficulty from various written material including

Caesar's Gallic Wars,
Pliny's Letters,
works by Cicero,
works by Livy, Vergil's Aeneid, Ovid's Metamor,phoses,
works by Martial, works by Horace, or works by Catullus.

Both translating and reading comprehension items are constructed in a multiple-choice format. Some or all of an item (the question and options) may be written in Latin.

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Examples for Objective 05:
051001
translating
Read the following passage from Cicero's Pro Archia.
Quod si non hic tantus fructus ostenderetur et si ex his studiis delectatio sola peteretur, tamen, ut opinor, hanc animi remissionem hfimanissimam ac liberalissimam iudicaretis.
Which is the most accurate translation of the passage?
(A) But if this so great gain were not demonstrated and if pleasure alone were sought from these pursuits, still in my opinion you would consider this relaxation of the mind to be most humane and most liberating.
(B) But if this enjoyment was not being understood and if studies give pleasure alone, moreover, as they say, the mind judges itself to have permission to be human and free.
(C) But if this very considerable benefit were not pointed out, and if only pleasure were sought from these pursuits, nevertheless, in order that I might think it so, you also would consider this a most humane and liberating relaxation of the mind.
(D) But if this so great fruitfulness should not show itself, and if he seeks from these studies delectation alone, then, as I think, you will judge this remission of the mind to be very humanizing and very liberating.
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Examples for Objective 05:
Read the following passage from Caesar's CommentariI de Bello Gallico and answer the next four questions.
Gallia est omnis divisa in partes tres, quarum unam incolunt Belgae, aliam Aquitani, tertiam, qui ipsorum lingua Celtae, nostra Galli appellantur. Hi omnes lingua, institutis, legibus inter se differunt. Gallos ab Aquitanis Garumna flQmen, ab Belgis Matrona et Sequana dividit.
Horum omnium fortissimi sunt Belgae, propterea quod a cultu atque hGmanitate Pravinciae longissime absunt, minimeque saepe mercatores ad eos commeant, atque ea, quae ad effeminandos animas pertinent, important; proximique sunt Germanis, qui trans Rhenum incolunt, quibuscum continenter bellum gerunt. Qua de causa Helvetii quoque reliquos Gallos virtute praecedunt, quod fere cotidianis proeliis cum Germanis contendunt, cum aut suis finibus eos prohibent, aut ipsi in eorum finibus bellum gerunt.
052001
reading comprehension
Qua de causa Caesar hanc partem librI scrlbit?
(A) ut Galliam describat (B) ut Belgas defendat (C) ut Helvetios laudet (D) ut Celtas hortetur
052001
reading comprehension
Quid RomanI Celtas appellant?
(A) Aqultanos (B) Belgas (C) Celtas (D) Gallos

27
TCT20

28 Examples for Objective 05: 052001 reading comprehension QuI populus Galliae acerrirnus est? (A) AquItanI (B) Belgae (C) GermanI (D) Helvetil 052001 reading comprehension QuI populI cum GermanIs pugnant? (A) AquItanI et GallI (B) Belgae et Celtae (C) Celtae et GallI (D) Belgae et Helv~til
TCfZO

29 Examples for Objective 05: Read the following selection from Pliny's Epist., I.I and answer the next four questions.
C. PLINIUS SEPTICIO SUO S. Frequenter hortatus es ut epistulas, si quas paulo curatius scripsissem, colligerem publicaremque. Collegi - non servato temporis ordine (neque 5 enim historiam compon~am), sed ut quaeque in manus venerate Superest ut nee te consilii nee me paeniteat obsequii. Ita enim fiet ut eas, quae adhuc neglectae iacent, requiram; et si quas addidero, non supprimam. Vale. 051001 translating The best translation for ut quaeque is (A) when each one. (B) as each one. (C) as whoever. (D) so that each one.
052001 reading comprehension How is the publication to be arranged?
(A) as he collects the works
(B) chronologically (C) rather carefully (D) in no particular order
TCf20

30 Examples for Objective 05: 052001 reading comprehension
What is the topic discussed? (A) writing of letters (B) the neglect of letters (C) collecting letters for
publication (D) work done by hand 052001 reading comprehension To whom is the letter written? (A) Pliny (B) Septicius (C) colleagues (D) an historian
TCf20

31

TEACHER CERTIFICATION TESTS
Field 20: Latin

Objective 06:

The educator identifies the meanings of common Latin phrases, idioms, mottoes, quotations, root words, affixes, and English derivatives in an academic context.

Assessment Characteristics:

Content Component

0610 word study skills

Items may require the educator to identify the appropriate

meaning of common Latin-based prefixes; meaning of common Latin-based suffixes; meaning of the Latin roots for common English words; or
meaning of Latin mottoes, quotations, idioms, or abbreviations that have attained common usage in English.

TCf20

32
Examples for Objective 06:
061003
Latin-based prefix
Which is the common meaning for the Latin-based prefix pro-?
(A) against (B) for (C) near (D) within

061003
Latin abbreviation
Which abbreviation stands for the medical-prescription phrase "three times a day"?
(A) e. g. (B) gtt. (C) d.t.t. (D) t.i.d.

061003
Latin-based suffix
Which is the common meaning for the Latin-based suffix -ose?
(A) full of (B) able to (C) in need of (D) similar to

061003
Latin phrase
qua Which is the meaning of the
common Latin phrase sine noo?
(A) something forbidden (B) something useless (C) something indispensable (D) something unavailable

061003
Latin root
Which reflects the meaning of the Latin roots for benefactor?
(A) doing well (B) having a good appearance (C) planting (D) doing easily

Tcr20

33

TEACHER CERTIFICATION TESTS
Field 20: Latin

Objective 07:

The educator identifies major authors, time periods, styles, literary devices, and themes of Latin literature and scansion of Latin poetry written in dactylic hexameter in an academic context.

Assessment Characteristics:

Content Component

0710 literature

Items may require the educator to identify

major writers and works of the Golden and Silver Ages and their influence or
major literary terms and devices.

Content Component

0720 scansion

Items may require the educator to demonstrate an understanding of common Latin conventions in versification of dactylic hexameter. The educator is required to recognize the correct
scansion of a line or lines of poetry.

TCT20

34
Examples for Objective 07:
071003
literature
Which work is NOT written by Vergil?
(A) Eclogues (B) Georgics (C) Aeneid
(D) Iliad

071003
literature
Who wrote De AmYcitia?
(A) Cicero (B) Horace (C) Livy (D) Ovid

071003
literature
Which author is famous for his love poems to Lesbia?
(A) Quintus Horatius Flaccus (B) Gaius Valerius Catullus (C) Titus Lucretius Carus (D) Decimus Iunius Iuvenalis

071003
literature
Which author does NOT belong to the Golden Age of Roman literature?
(A) Horace (B) Livy (C) Tacitus (D) Vergil

TCfZO

Examples for Objective 07:
071003
literature
clamorque virum clangorque tubarum
What figure of speech does this line best exemplify?
(A) litotes (B) metaphor (C) onomatopoeia (D) oXYmoron

072003
scansion
Daedalus ut fama est fugiens M1noia regna
Which is the metric pattern of the first four feet of the line?
(A) dactyl, dactyl, spondee, spondee (B) dactyl, spondee, dactyl, spondee (C) dactyl, dactyl, dactyl, spondee (D) dactyl, spondee, spondee, dactyl

072003

scansion

Daedalus ut fama est fugiens M1noia regna

How many elisions occur in this line?

(A) 0

(B)

1

(C)

2

(D) 3

35
TCT20

36
TEACHER CERTIFICATION TESTS FIELD 20: LATIN

Objective 08: The educator identifies major figures, stories, and themes, and influences of classical Roman and Greek mythology in an academic context.

Assessment Characteristics:

Content Component

0810 mythology

Items may require the educator to identify

the principal deities of Roman mythology and their Greek counterparts;
the monsters of Roman mythology and their Greek counterparts;
major characters or events of notable myths about mortals and immortals;
major characters or events of Greek and Roman sagas such as those related to the Trojan War, the Labors of Hercules, Jason and the Argonauts, etc.; and
influences of classical mythology in later cultural and literary references.

TCf20

Examples for Objeotive 08:
081003
mythology
Which goddess is associated with love and desire?
(A) Diana (B) Juno (C) Minerva (D) Venus
081003
mythology
Which god is the Roman counterpart for Hermes?
(A) Mars (B) Meroury (C) Neptune (D) Vulcan
081003
mythology
Which deity had a human mother?
(A) Baoohus (B) Cupid (C) Minerva (D) Proserpina
081003
mythology
Which character represents excessive self-love?
(A) Midas (B) Naroissus (C) Orpheus (D) Tarpeia

37
081003
mythology
Which couple's story is the basis for Shakespeare's Romeo and Juliet?
(A) Dido and Aeneas (B) Cupid and Psyche (C) Pyramus and Thisbe (D) Orpheus and Eurydice
081003
mythology
Which character is NOT associated with Ulysses?
(A) Aeolus (B) Circe (C) King Phineas (D) Polyphemus
081003
mythology
Which incident is found in the legends of both Jason and Ulysses?
(A) the passage between Soylla and Charybdis
(B) a visit to the island of the Cyclops
(C) the attack of the Harpies (D) encounter with Calypso

TCT20

38
TEACHER CERTIFICATION TESTS
Field 20: Latin
Objective 09: The educator identifies major features of the
culture, history, and geography of Rome and the Roman Empire in an academic context.

Assessment Characteristics:

Content Component

0910 culture

Items may require the educator to identify

political and legal customs and terms;
military practices and terms; Roman concepts of class structure and occupations; the role of the slave in Roman society;
the Roman system of names; typical Roman family roles and titles;
Roman housing and dining practices; the types of clothing worn by Romans of a given age,
sex, and class;
the Roman numbering system; the Roman calendar system; major forms of Roman entertainment; major architectural contributions of the Romans; or ways in which Roman culture has influenced Western
civilization.

Content Component

0920 history

Items may require the educator to identify

major figures and events of early Rome under the kings;
major figures, dates, and events of the early Roman republic including the Punic Wars;
major figures, dates, and events associated with the period of social reform in the second and first centuries B.C.; or
major figures, dates, and events related to the reigns of the emperors from Augustus through Marcus Aurelius.

TCT20

39

Content Component

0930 geography

Items may require the educator to identify the boundaries, major topographical features, or principal cities of the Roman Empire.

TCfZO

40
Examples for Objective 09:
091003
culture
The Circus Maximus was a site for
(A) chariot racing. (B) pUblic speaking. (C) worshiping the Olympians. (D) theatrical entertainment.
091003
culture
In a Roman domus, the lararium was used for
(A) dining. (B) worship. (C) sleeping. (D) recreation.
092003
history
Which was Lucius Sulla's chief political adversary?
(A) Hannibal (B) Gaius Marius (C) Julius Caesar (D) Tiberius Gracchus, the
younger

092003
history
Which was a result of the Punic Wars?
(A) conquest of Gaul (B) defeat of Carthage (C) annexation of Asia Minor (D) colonization throughout
the Italian peninsula
093003
geography
Which river flows through Rome?
(A) Arno (B) Po (C) Rubicon (D) Tiber
093003
geography
In which region is Rome located?
(A) Apulia (B) Campania (C) Etruria (D) Latium

092003
history
Which was an early Italic tribe?
(A) Etruscans (B) Gauls (C) Hellenes (D) Sabines

TCT20

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 Department of Education Atlanta, Georgia 30334-5030 (404) 656-2556
Werner Rogers State Superintendent of Schools 1993