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'//////////////////. /////1 /////////////////. '/////1 '///////////////// '/////. //////////////////. /////1 ////////////////// ////// //////////////////. '/////. ////////////////// '////// /////////////////. ////// ////////////////// '////I'J '////////////////I'J ".////// ////////////////// ////// /////////////////. ////// ////////////////// '/////, //////////////////. /////, 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 ofEducation Division of Research, Evaluation and Assessment Atlanta, Georgia Objectives effective June 1989 First printing March 1989 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 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. More than 50 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 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, which 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 pages 7-8 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. Tn 2,1 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 term (e.g., identifies, selects, uses, translates); a content term (e.g., perfect and progressive tenses); 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 Objective 04, "0413-future perfect tense" is an indicator under the content \ component "0410-perfect tenses"). 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 six-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, indicator, and context 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. Each digit of the six-digit reference number contains specific information about a sample test item: The first two digits (041301) identify the objective for which the item has been written. Objective ~ is "perfectand progressive tenses." The third digit (04,1301) indicates a specific content piece within an objective. All objectives 1. have at least one content piece. Content piece for this objective is "perfect verb tenses." TeT 21 5 The fourth digit (041301) refers to an indicator within a content piece (a subcategory of the subcategory), if there is one. Indicator 3 in this case "means future perfect verb tenses." If there are no indicators for a content component, the fourth digit is 0 (e.g., 011201). The final two digits (041321) define the context in which the item is presented. An 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 knowledge 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:" iQue hace el 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. T(T 21 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. ;(1"1 8 Objective 13: Objective 14: Objective 15: Objective 16: 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. 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. The educator demonstrates speaking and listening comprehension skills in a holistic context. This objective accounts for approximately 12-18 percent of the test. 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. TCT21 9 TEACHER CERTIFICATION TESTS Field 21: Spanish Objective 01: 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. Items 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 vs. 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 HI i1 10 Examples for Objective 01: 011001 present tense Mi mama no muchachos. c6mo se lIaman los (A) recuerda (8) recuerdas (C) recuerdan (0) recuerdo 011001 present tense Lo hare si (A) es (8) sea (C) sera (0) serfa necesario. 012002 preterite tense Which is the preterite conjugation of the verb decir with the subject yo? (A) deda (8) dije (C) dijera (0) dire 014001 future tense Mi hermana (A) /legara (8) 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 (8) /lamaria (C) lIamo (0) voy a lIamar 1(121 11 TEACHER CERTIFICATION TESTS Field 21: Spanish Objective 02: 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?1 12 Examples for Objective 02: 021001 present subjunctive tense No creo que los muchachos te _ (A) vean (8) 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 (8) Es cierto que (C) Es importante que (0) Es interesante que 022001 imperfect subjunctive tense Si yo dinero, te comprarfa ese chaleco. (A) tenga (8) tengo (C) tuviera (0) tuve TCT21 13 TEACHER CERTIFICATION TESTS Field 21: Spanish Objective 03: The educator forms, uses, and translates Spanish imperative verbs in a communicative or linguistic context. Assessment Characteristics: 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. Nosotros commands can be expressed in the subjunctive (juguemos) or using ir (vamos a jugar). This objective includes negative and affirmative commands and commands with or without object pronouns. Content Component 0310 imperative verbs (commands) 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. 14 Examples for Objective 03: 031001 Imperative verbs Set the table. _ _ _ _ tu la mesa. Which completes the translation? (A) Pon (8) Pone (C) Ponga (0) Pongas 031001 Imperative verbs Have them send it by air mail. Que 10 por correo aereo. Which completes the translation? (A) envfa (8) envfan (C) envfe (0) envien 031002 Imperative verbs Which is NOT a command? (A) No se 10 de. (8) No se 10 das. (C) No se 10 des. (0) No se 10 demos. TCT 21 031001 Imperative verbs Which could be used to request an explanation from someone who is treated formally? (A) Explfcamelo. (8) Expliqueme/o. (C) Me 10 explica. (0) Me 10 explicas. 031002 Imperative verbs Which is the formal ustedes form of the familiar command Hablale tu? (A) Hablale Uds. (8) Hablanle Uds. (C) Hablele Uds. (0) Hablenle Uds. 15 TEACHER CERTIFICATION TESTS FIELD 21: SPANISH Objective 04: 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., trayendo, feida), 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., sa/en corriendo, siguen viviendo) constitutes a compound verb and, as such, is assessed by this objective. Exceptions are perfect participles used with ser (e.g., fueron recibidos), 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. 1(1 I' 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. reT 21 Examples for Objective 04: 041102 present perfect tense Which word is used as an auxiliary verb when conjugating a Spanish verb in a perfect tense? (A) estar (B) haber (C) hacer (0) tener 041201 pluperfect (past perfect) tense They explained to me that they had already finished It. Me expllcaron que ya 10 termlnado. Which completes the translation? (A) han (B) 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. (B) Habra que viajar por tren. (C) Habria viajado por tren. (0) Habra viajado por tren. 17 042101 present progressive tense Mi hermano en este momento. (A) estudi6 (B) estudiara (C) ha estudiado (0) esta estudiando 042102 present progressive tense Which CANNOT be used as an auxiliary verb with the participle corriendo? (A) han (B) estan (C) salen (0) siguen 042201 past progressive tense Which form of the verb servir is used after estaba to express "he was serving"? (A) servia (B) servido (C) sirviendo (0) sirvi6 TCT 21 18 TEACHER CERTIFICATION TESTS Field 21: Spanish 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. Assessment Characteristics: Verbs used include regular, irregular, stem-changing (e.g., se hierven), orthographically (spelling) changing (e.g., que se escoia, 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 olvida, se Ie rompia) 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). TCT 11 Examples for Objective 05: 051001 passive voice Many signs written in Spanish are seen. _ _ _ _ muchos letreros escritos en espanol. Which completes the translation? (A) Ven (B) Visto (C) Se ven (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) Vas a (B) Tengo que (C) Acaban de (0) Es importante que 1(1 ) i 20 TEACHER CERTIFICATION TESTS Field 21: Spanish Objective 06: 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 are also included. Use of reflexive pronouns includes reciprocal meaning (e.g., Mi primo y yo nos escribimos a menudo). Content Component 0610 pronouns Items may require the educator to identify the appropriate Notes: 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. (1) The position and ordering of pronouns in a Spanish sentence is covered in Content Component 1110 (syntax). (2) The special use of reflexive verbs with indirect object pronouns (e.g., GSe te cay6 el vaso?) is covered in Content Component 0510 (passive voice). 1( 1 11 21 Examples for Objective 06: 061001 pronouns Me gusta aquel sombrero mas que one"). (A) esta (8) este (C) este (0) esto ("this 061001 pronouns Marisa siempre se sienta aquf, y Rodrigo detras de (A) ella (8) la (C) Ie (0) su 061001 pronouns He mailed it to her. EI 10 envi6 por correo. Which completes the translation? (A) la (8) Ie (C) 10 (0) se 061002 pronouns Which is the usual form for an indirect object pronoun meaning "to him"? (A) el (8) Ie (C) 10 (0) se Tel 2 22 TEACHER CERTIFICATION TESTS Field 21: Spanish Objective 07: 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., sa/en corriendo) are assessed in Objective 04 (compound tense verbs). Items testing numbers are assessed in Objective 10 (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 using 10 or an article; or past participles used as adjectives. Content Component 0720 articles Items may test the agreement of an article with a noun, including nouns that show number only through the article (e.g., los paraguas); the inclusion/omission of articles; the special use of el with feminine words such as agua; or the use of the definite article with words for parts of the body and personal items (e.g., Se lav6 las manos). Content Component 0730 adverbs Items may test the formation of adverbs from adjectives, the irregular adverbs, or the comparative and superlative forms of adverbs. "l(T 2' Examples for Objective 07: 071001 adjectives Ana me mostr6 fotos. (A) su (B) sus (C) suyas (0) suyos 071001 adjectives Estos calcetines son _ (A) tu (B) tus (C) tuyo (0) tuyos 071001 adjectives Esta pelfcula es mas interesante (A) a (B) como (C) de (0) que la otra. 23 071002 adjectives Which adjective does NOT change its meaning when placed before a noun? (A) blanco (B) nuevo (C) pobre (0) viejo 072002 articles Which sentence does NOT need an article to be complete? (A) A el Ie preocupa guerra. (B) Uno de sus problemas mas graves es _ _ _ _ pobreza. (C) Alicia Rodriguez es ingeniera. (0) Vamos a Buenos Aires viene. mes que 072001 articles _ _ _ _ aguila sirve de sfmbolo para la patria. (A) EI (B) La (C) Los (D) Las HI] 24 Examples for Objective 07: 073002 adverbs To which form of the adjective claro is the suffix -mente added to produce a regular adverb? (A) claro (8) clara (C) claros (D) claras 073001 adverbs She sings better than I. Canta que yo. Which completes the translation? (A) bien (8) bueno (C) mayor (D) mejor lCT }1 25 TEACHER CERTIFICATION TESTS Field 21: Spanish Objective 08: The educator uses and translates Spanish nouns in a communicative or linguistic context. Assessment Characteristics: Content Component 0810 nouns Items may require the educator to demonstrate how nouns reflect gender and number (including such compound nouns as paraguas and cumpleanos), indicate possession between two nouns, or identify the gender of nouns. 1011 26 Examples for Objective 08: 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) Es suya. (B) Es su bebida. (C) Es /a profesora de /a bebida. (0) Es la bebida de la profesora. 1('1 ?1 27 TEACHER CERTIFICATION TESTS Field 21: Spanish Objective 09: 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 verbpreposition pairs such as pensar en, soflar con, aprender a; identify and use the appropriate contractions of prepositions and articles; or identify and use the personal a. 28 Examples for Objective 09: 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 (8) Tengo (C) Conocemos (0) Eillamo ella. dos primas. Juana. mi hermana. 091001 prepositions Acaban regresar. (A) a (8) 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 IIamarlo el viernes. Which completes the translation? (A) a (8) en (C) que (0) no word 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 ciento 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. TlI71 30 Examples for Objective 10: 101001 numbers Colon descubrio America en ' (A) catorce noventa y dos (8) mil catorce noventa y dos (C) mil cuatrocientos noventa y dos (0) mil y cuatrocientos noventa y dos 101001 numbers Josefa vive en el piso. (A) tercer (8) tercero (C) trece (0) tres 101001 numbers There are thirty-one students. Hay treinta y alumnos. Which completes the translation? (A) un (8) una (C) uno (0) unos 101001 numbers EI avion cuesta dos (A) millon (8) millones (C) millon de (0) mil/ones de dolares. 101001 numbers Which is NOT in correct numerical order? (A) cuarto, quinto, sexto, septimo (8) quinto, sexto, septimo, octavo (C) primero, segundo, quinto, cuarto (0) primero, segundo, tercero, cuarto 101001 numbers Tengo (A) cien (8) ciento (C) un (0) uno mil pesetas. Tel 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 that may be similar to or different from those of English. The placement 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. r<. I 11 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 (0) 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 (C) verb, direct object, indirect object (0) verb, indirect object, direct object 111002 syntax (Alternate way of testing same skills assessed in previous item) Will Miguel buy roses for her? comprara Ie Miguel rosas 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 (0) 2,4, 1,3 111001 syntax Miguel Ie comprara rosas. Which is NOT an appropriate way to make a question out of this statement ? (A) loMiguel Ie comprara rosas? (B) i.Le Miguel comprara rosas? (C) lole comprara Miguel rosas? (0) lole comprara rosas Miguel? r(; 11 33 TEACHER 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 - cuill, preguntar - pedir, para par, and pera - sino; identify the meaning for a given Spanish idiom (e.g., darse cuenta, tener exito); apply the rules for telling time and dates in Spanish; demonstrate the distinction in using syntactically similar verbs such as gustar, 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. T( T ;>1 34 Examples for Objective 12: 121001 idiomatic features Raman tiene de diez minutos. porque el avian sale dentro (A) ganas (8) hambre (C) prisa (0) sueno 121001 Idiomatic features Enrique and Elisa love rock music. A Enrique y a Elisa la musica rock. Which completes the translation? (A) Ie encanta (8) les encanta (C) Ie encantan (0) les encantan 121001 idiomatic features Which could NOT be translated into Spanish using a form of the verb dar? (A) to teach classes (using c/ases) (8) to give thanks (using gracias) (C) to realize (using cuenta) (0) to give up (using arriba) reT ]1 35 TEACHER 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 Characteristics: 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 his/her 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 some of the most important. Salvador Dali Francisco Goya el Greco (Domenico Theotoc6puli) Bartolome Esteban Murillo Jose Clemente Orozco Pablo Picasso Jose de Ribera Diego Rivera David Alfaro Siqueiros Joaquin Sorolla Diego Velazquez Francisco Zurbaran 1cr ?' 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 represents; identify major types and styles of Hispanic music; or identify other musical art forms and instruments 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. composers. instrumentalists. dancers. and singers: Isaac Albeniz Enrique Granados Pablo Casals Jose Greco Placido Domingo Julio Iglesias Manuel de Falla Jose Iturbi dances: bolero conga cumbia fandango flamenco jarabe tapatlo jota malagueiia merengue other musical art forms and instruments: castaiiuelas guitarra c1aves maracas flamenco Agustin Lara Ernesto Lecuona Menudo Andres Segovia rumba salsa sardana tango marimba pandereta (tambourine) zarzuela TC121 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 Pio 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: Ciro Alegria Mariano Azuela Andres Bello Jorge Luis Borges Julio Cortazar Alejo Carpentier Ruben Dario Bernal Dlaz del Castillo Alonso de Ercilla Carlos Fuentes R6mulo Gallegos Gabriel Garda Marquez Ricardo GGiraldes 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 H'/' 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. (C) painter. (D) sculptor. 133003 literature Cien anos de soledad was written by (A) Jorge Luis Borges. (B) Julio Cortazar. (C) Gabriel Garcia Marquez. (D) Juan Rulfo. 1(1 l' 39 TEACHER 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 unique to Hispanic culture, major Hispanic religious holidays and related customs, typical Hispanic leisure-time activities, or Hispanic dishes and characteristic 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 effects, 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. T( r 21 40 Examples for Objective 14: 141003 culture The full name of the mother of Jose Marfa Pelayo Melendez could be (A) Ana Jose Soles de Pelayo. (B) Ana Melendez Sales de Pelayo. (C) Ana Pelayo Soles de Melendez. (0) Ana Marfa Pelayo de Melendez. 141003 culture The Spanish food called "gazpacho" is a cold (A) custard-like dessert. (B) fresh vegetable soup. (C) rice and seafood dish. (0) potato and onion omelette. 142003 geography Which country borders Mexico to the south? (A) Costa Rica (B) EI Salvador (C) Guatemala (0) Honduras 142003 geography Which mountain range separates Spain from France? (A) Sierra de Guadarrama (B) Montes Cantabricos (C) Sierra Nevada (0) Pirineos 143003 history Simon Bolivar was a dominant figure in the liberation of (A) Spain. (B) the Caribbean. (C) South America. (0) Central America. 143003 history The Spanish Civil War ended in (A) 1824. (B) 1898. (C) 1939. (0) 1945. TeT 21 41 TEACHER 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 to and comprehend Spanish when spoken. Content Component 1510 speaking This content component assesses speaking skills for a Spanish teacher. Speaking proficiency is defined as the ability to speak the target language with pronunciation and 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 of speech, 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 that is shown on videotape (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 that is presented written or orally in English. T(l 21 42 Content Component 1520 listening comprehension This content component assesses listening comprehension skills for a teacher of Spanish. 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 then to select the picture that is described; description of a situation and then to 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 forbefore the listening selection is heard. T(l 21 Examples for Objective 15: 151004 speaking [Instructions on audiotape: Read the situation given to you. An outline follows. You will have 1 minute 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 hlslher 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. --iA que hora sale el avion? --Creo que despega a las cinco y veinticinco. --jEspero 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 avion. The speakers are on their way to a(n) (A) airport. (8) concert. (C) hotel. (D) 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 kil6metros. Se dice que no es muy seguro porque alguien podria morir en un choque yando solamente a sesenta kil6metros por hora, pero -- en fin, "que se puede hacer? Uno tiene que manejar algo.] The speaker is describing a(n) (A) accident. (8) car. (C) child. (D) 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 content component 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 nontechnical 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 content component 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 include (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, write an autobiographical sketch, write nontechnical 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. TCT 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 orlgen 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. (8) el origen del algebra y de la quimica. (C) las invasiones de la peninsula iberica par gente de otras culturas. (D) las influencias de la cultura y la lengua arabes en la cultura y la lengua espano/as. 45 161004 reading comprehension Read the stanzas and answer the question. Odio la mascara y vicio Del corredor de mi hotel : Me vuelvo al manso bullicio de mi monte de laurel. Con los pobres de la tierra Quiero yo mi suerte echar : EI arroyo de la sierra Me complace mas que el mar. Denle al vano el oro tierno Que arde y brilla en el crisol : A mi denme el bosque eterno Cuando rompe en el el Sol. Yo he visto el oro hecho tierra Barbullendo en la redoma : Prefiero estar en la sierra Cuando vuela una paloma. -- de Versos sencillos (III), por Jose Marti (1891) iQue desea tener el poeta? (A) tierras ricas y extensas (8) poder sobre la naturaleza (C) una vida natural y campesina (D) experiencias variadas en el extranjero TC12' 46 Examples for Objective 16: 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 United 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; 5. any special objects or symbols associated with It; 6. what you will do to celebrate; 7. with whom you will celebrate; 8. where you will celebrate. TCT 21 47 APPENDIX 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 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 liarity 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 il1formation about spp-cific requirements for various ability levels, see the following pages. Ter )l 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, demon- strating relative fluency and ease of expression. 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 frequently, and his or her lack of fluency prevents the ex- pression of some ideas. Response is disconnect- ed, interfering with the listener's comprehension. Level 1 2 points The topic is not adequately addressed and there is no elaboration of any point. Hesitations and in- terruptions are almost constant. Response is un- clear 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 unconnected 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 struc- tures, demonstrating control of simple and com- plex 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. Pronun- ciation is good to excellent, with few mistakes 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 ma- jor errors in more complex statements. Grammar errors are noticeable, causing minor interruptions in intelligibility. Vocabulary and idiomatic expres- sions are generally appropriate, but largely limited to commonly occurring expressions. It is clear that some non-essential vocabulary is lacking, but the speaker is generally able to circumlocute ef- fectively. Minor mistakes in vowel purity, conso- nant sounds, accent, stress, or syllabification oc- cur 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 vocabulary; some key words necessary for conveying the message are unknown. Circumlocution is not at- tempted or is attempted unsuccessfully. Fre- quent and regular grammar and pronunciation er- rors cause significant gaps in communication. Level 1 1 point Errors in grammar, pronunciation, sentence struc- ture, and vocabulary occur with sufficient frequen- cy to make communication generally incompre- hensible. Level 0 0 points The speaking sample is too incomplete or unintel- ligible 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 topics. 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 understandable. 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 express some ideas that are germane to the topic. The flow of ideas is disconnected, hindering the reader's comprehension. Level 1 1 point The topic is not addressed through narration or description; it consists, instead, of a few uncon- nected 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 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 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 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 they are minor and do not interrupt communication. Gener- ally, the writing demonstrates good to excellent control of grammar. Spelling and the use of diacrit- ical 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 com- monly occurring expressions. The writer is general- ly able to circumlocute to a limited degree. Few er- rors occur in spelling and the use of diacritical marks and punctuation; they do not inhibit commu- nication. 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 in- terfere. Grammar, syntax, and vocabulary are ei- ther 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 un- known. Circumlocution is not attempted or is at- tempted 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 unintelligi- ble for the rater to make a judgment about its ex- pression. This rating is also used for writing sam- ples written in the wrong language or which do not address the topic. TCT 21 51 TCT 21 Ll01 lS 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