GACE Spanish Assessment Study Companion

2y ago
87 Views
15 Downloads
972.10 KB
39 Pages
Last View : 20d ago
Last Download : 2m ago
Upload by : Arnav Humphrey
Transcription

GACE Study Companion Spanish AssessmentFor the most up-to-date information, visit the ETS GACE website at gace.ets.org.

Last Updated: January 2016Copyright 2016 by Educational Testing Service. All rights reserved. ETS is a registeredtrademark of Educational Testing Service (ETS). Georgia Assessments for the Certification ofEducators, GACE, and the GACE logo are registered trademarks of the Georgia ProfessionalStandards Commission (GaPSC). All other trademarks are property of their respective owners.This publication has been produced for the GaPSC by ETS. ETS is under contract to theGaPSC to administer the Georgia Assessments for the Certification of Educators. TheGeorgia Assessments for the Certification of Educators are administered under the authorityof the GaPSC; regulations and standards governing the program are subject to change withoutnotice at the discretion of the GaPSC. The GaPSC and ETS are committed to preventingdiscrimination on the basis of race, color, national origin, sex, religion, age, or disability in theadministration of the testing program or the provision of related services.

Table of ContentsAbout the Assessment . 4Content Specifications . 5Test I Subareas . 6Test I Objectives . 6Subarea I: Reading . 6Subarea II: Writing . 6Subarea III: Linguistics, Comparisons, and Cultures/Cross-Disciplinary . 7Test II Subareas . 8Test II Objectives . 8Subarea I: Listening . 8Subarea II: Speaking . 8Subarea III: Linguistics, Comparisons, and Cultures/Cross-Disciplinary . 9Practice Questions .10Answer Key and Rationales .21Constructed-response Questions .25Constructed-response Questions: Writing .26Preparing for the Writing Questions .26General Directions .26Alternate Character Toolbar .27Interpersonal and Presentational Writing.28Scoring Guide for Interpersonal and Presentational Writing .30Constructed-response Questions: Speaking .31Preparing for the Speaking Questions.31General Directions .31Interpersonal and Presentational Speaking .32Preparation Resources .37Guide to Taking a GACE Computer-delivered Assessment .37Reducing Test Anxiety.37Study Tips: Preparing for a GACE Assessment .37Journals.38Other Resources .38Online Resources .38Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion3

About the AssessmentAssessment NameSpanishGrade LevelP–12Test CodeTest I: 141Test II: 142Combined Test I and Test II: 641Testing TimeTest I: 1 hour and 35 minutesTest II: 1 hourCombined Test I and Test II: 2 hours and35 minutesTest DurationTest I: 2.5 hoursTest II: 2.5 hoursCombined Test I and Test II: 5 hoursTest FormatComputer deliveredNumber of Selected-response QuestionsTest I: 38Test II: 36Combined Test I and Test II: 74Question FormatThe test consists of a variety of short-answerquestions such as selected-responsequestions, where you select one answerchoice or multiple answer choices (dependingon what the question asks for), questionswhere you enter your answer in a text box,and other types of questions. You can reviewthe possible question types in the Guide toTaking a GACE Computer-delivered Test.Number of Constructed-response QuestionsTest I: 2Test II: 2Combined Test I and Test II: 4The GACE Spanish assessment is designed to measure the professional knowledge ofprospective teachers of Spanish in the state of Georgia.Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion4

This assessment includes two tests. You may take either test individually or the full assessmentin a single session. The testing time is the amount of time you will have to answer the questionson the test. Test duration includes time for tutorials and directional screens that may be includedin the test. This assessment contains items that require a spoken response; an ETS-approvedheadset with a microphone will be provided at the test center.The questions in this assessment assess both basic knowledge across content areas and theability to apply principles.The total number of questions that are scored is typically smaller than the total number ofquestions on the test. Most tests that contain selected-response questions also includeembedded pretest questions, which are not used in calculating your score. By including pretestquestions in the assessment, ETS is able to analyze actual test-taker performance on proposednew questions and determine whether they should be included in future versions of the test.Content SpecificationsEach test in this assessment is organized into content subareas. Each subarea is furtherdefined by a set of objectives and their knowledge statements. The objectives broadly define what an entry-level educator in this field in Georgia publicschools should know and be able to do. The knowledge statements describe in greater detail the knowledge and skills eligible fortesting. Some tests also include content material at the evidence level. This content serves asdescriptors of what each knowledge statement encompasses.See a breakdown of the subareas and objectives for the tests in this assessment on thefollowing pages.Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion5

Test I SubareasSubareaApprox. Percentageof TestI. Reading40%II. Writing*40%III. Linguistics, Comparisons, and Cultures/Cross-Disciplinary20%* This section contains two constructed-response questions.Test I ObjectivesSubarea I: ReadingObjective 1: Understands the receptive skills and cultural linguistic knowledge needed tointerpret reading materialsThe beginning Spanish Language teacher:A. Comprehends main ideas and supporting details of authentic printed texts such as newsitems, short stories, social notices, and reports on familiar topics that deal with factualinformation in the interpretive modeB. Moves beyond literal comprehension by inferring the meaning of unfamiliar words andphrases in new contexts, inferring and interpreting the author’s intentSubarea II: WritingObjective 1: Displays the productive skills needed to communicate effectively via presentationaland interpersonal writingThe beginning Spanish Language teacher:A. Communicates in the interpersonal mode in written exchanges on daily topics in theappropriate registerB. Negotiates meaning in order to sustain an interaction, such as in interpersonalcorrespondenceC. Communicates in Spanish with native speakers unaccustomed to dealing with nonnativespeakers with sufficient linguistic accuracy, clarity, and precision to convey the intendedmessageD. Communicates in the presentational mode by writing routine social correspondenceas well as coherent narratives, descriptions, and summaries about familiar topics of afactual nature in paragraph length in present, past, and future timeNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion6

Subarea III: Linguistics, Comparisons, and Cultures/Cross-DisciplinaryObjective 1: Understands the linguistic features of Spanish and how to compare Spanishto EnglishThe beginning Spanish Language teacher:A. Understands the rules of the sound system of the Spanish language, such asrecognizing phonemes and allophonesB. Recognizes and employs linguistic devices used in connected discourse, such asconjunctions and adverbsC. Understands high-frequency idiomatic expressions and can infer meaning of wordsand sentencesD. Applies the rules that govern the formation of words and sentences in SpanishE. Demonstrates knowledge of the rules with examples in Spanish, such as the verbalsystem, pronouns, agreement, word order, and interrogatives, both in terms ofregularities and irregularitiesF. Identifies and employs the pragmatic and sociolinguistic conventions and register, suchas formal and informal forms of addressG. Identifies similarities and differences between Spanish and EnglishH. Contrasts syntactical patterns of simple sentences and questions with those of EnglishObjective 2: Understands the connections between the perspectives and the practices andproducts of Spanish cultureThe beginning Spanish Language teacher:A. Conveys an awareness of perspectives, such as attitudes, ideas, and valuesB. Understands practices, patterns of behavior, and social interactions, such as greetings,turn taking, and rites of passageC. Recognizes products, such as tools, foods, laws, and musicD. Uses literary and cultural texts — such as songs, poems, rhymes and chants, children’sbooks, narrative texts, and novels — to interpret and reflect on the perspectives of theSpanish cultureE. Integrates knowledge from other disciplines into the interpretation of audio and/or visualstimuli in the Spanish language and identifies distinctive viewpoints accessible onlythrough the Spanish languageNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion7

Test II SubareasSubareaApprox. Percentageof TestI. Listening40%II. Speaking*40%III. Linguistics, Comparisons, and Cultures/Cross-Disciplinary20%* This section contains two constructed-response questions.Test II ObjectivesSubarea I: ListeningObjective 1: Understands the receptive skills and cultural linguistic knowledge needed tointerpret information aurallyThe beginning Spanish Language teacher:A. Understands natural conversational speech on a variety of topicsB. Comprehends main ideas and supporting details of authentic audio and/or video stimulisuch as interviews, short lectures, news items, short stories, social notices, and reportson familiar topics that deal with factual information in the interpretive modeC. Moves beyond literal comprehension by inferring the meaning of unfamiliar words andphrases in new contexts, inferring and interpreting the author’s/speaker’s intent, andoffering a personal interpretation of the message in the interpretive modeSubarea II: SpeakingObjective 1: Displays the productive skills needed to communicate effectively via presentationaland interpersonal speakingThe beginning Spanish Language teacher:A. Responds appropriately to natural conversational speech on a variety of topicsB. Communicates actively in the interpersonal mode by participating in formal and informalconversations on topics such as home, school, leisure activities, and current eventsC. Negotiates meaning in order to sustain an interactionD. Communicates orally in the presentational mode by delivering presentations aboutfamiliar literary or cultural topics and incorporating additional linguistic support tofacilitate oral presentations that are extemporaneous or prepared but not readNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion8

Subarea III: Linguistics, Comparisons, and Cultures/Cross-DisciplinaryObjective 1: Understands the linguistic features of Spanish and how to compare Spanishto EnglishThe beginning Spanish Language teacher:A. Understands the rules of the sound system of Spanish, such as recognizing phonemesand allophonesB. Recognizes and employs linguistic devices used in connected discourse, such asconjunctions and adverbsC. Understands high-frequency idiomatic expressions and can infer meaning of wordsand sentencesD. Applies the rules that govern the formation of words and sentences in SpanishE. Demonstrates knowledge of the rules with examples in Spanish, such as the verbalsystem, pronouns, agreement, word order, and interrogatives, both in terms ofregularities and irregularitiesF. Identifies and employs the pragmatic and sociolinguistic conventions and register, suchas formal and informal forms of addressG. Identifies similarities and differences between Spanish and EnglishH. Contrasts syntactical patterns of simple sentences and questions with those of EnglishObjective 2: Understands the connections between the perspectives and the practices andproducts of Spanish cultureThe beginning Spanish Language teacher:A. Conveys an awareness of perspectives, such as attitudes, ideas, and valuesB. Understands practices, patterns of behavior, and social interactions, such as greetings,turn taking, and rites of passageC. Recognizes products, such as tools, foods, laws, and musicD. Uses literary and cultural texts — such as songs, poems, rhymes and chants, children’sbooks, narrative texts, and novels — to interpret and reflect on the perspectives ofSpanish cultureE. Integrates knowledge from other disciplines into the interpretation of audio and/or visualstimuli in the Spanish language and identifies distinctive viewpoints accessible onlythrough the Spanish languageNote: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion9

Practice QuestionsThe practice questions in this study companion are designed to familiarize you with the typesof questions you may see on the assessment. While they illustrate some of the formats andtypes of questions you will see on the test, your performance on these sample questions shouldnot be viewed as a predictor of your performance on the actual test. Fundamentally, the mostimportant component in ensuring your success is familiarity with the content that is covered onthe assessment.To respond to a practice question, choose one of the answer options listed. Be sure to readthe directions carefully to ensure that you know what is required for each question. You may findit helpful to time yourself to simulate actual testing conditions. A correct answer and a rationalefor each sample test question are in the section following the practice questions.Keep in mind that the test you take at an actual administration will have different questions,although the proportion of questions in each subarea will be approximately the same. Youshould not expect the percentage of questions you answer correctly in these practice questionsto be exactly the same as when you take the test at an actual administration, since numerousfactors affect a person’s performance in any given testing situation.Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion10

Section 1: Listening with Linguistics and Cultural KnowledgeDirections: This section is designed to measure how well you understand spoken Spanish andthe cultures of Spanish-speaking countries.You will listen to several selections in Spanish. Each selection will be played twice. You willhear the selection and then you will have 60 seconds to preview the questions before theselection plays a second time. For each question, choose the response that is best, relative to theselection. The last two questions may test your knowledge of culture and linguistics. You maytake notes as you listen. Your notes will not be graded.After listening to a selection the second time, you will see six questions presented one at a time.You will have 20 seconds to answer each question. A clock at the top of the screen will indicatehow much time is remaining to answer the question. The entire listening section lastsapproximately 50 minutes.When the response time has ended, you will automatically be taken to the next question. Youwill not be able to return to previous questions.You may now begin.Note: After clicking on a link, right click and select “Previous View” to go back to original text.GACE Spanish Assessment Study Companion11

TranscriptLas preguntas 1-6 están basadas en la siguiente entrevista.Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Interviewer:Lefty Pérez:Buenos días. Nació en la Gran Manzana. Criado en Puerto Rico. De vueltacon nosotros está: ¡Lefty Pérez! Hola, ¿qué tal amigo?¡Un gusto!El gusto es mío.Hola, ¿qué tal? ¿Cómo estás papi? ¿Bien? Contento de estar aquí una vez mástrayéndote mucha salsa.Oye, mucho tiempo sin verte desde Calle 8. Te veo más delgado. pero. estáspor todos lados: en canales de TV, promocionando tu nuevo disco, Salserosunidos y en muchas presentaciones por Nueva York, Puerto Rico, SanFrancisco. ¡Cuéntanos, cuéntanos!Exactamente, el Carnaval de San Francisco fue un exitazo grandísimo: como4.000 personas a quienes les encanta la salsa.De cierta forma estás como retomando tu carrera.Sí, sí. pero yo siempre he estado ocupado, activo, trabajando en otros países.Y, pues, este nuevo proyecto que he comenzado es titulado Salseros unidos.Háblanos de este disco porque no hemos tenido mucho tiempo de hablar de laproducción completa.Sí, bueno, esta producción es muy especial para mí. Este. Salseros unidossale de la muerte de un compañero nuestro. Llamo a unificar a los salseros delmundo y vengo y les esc

Objective 1: Understands the linguistic features of Spanish and how to compare Spanish to English . The beginning Spanish Language teacher: A. Understands the rules of the sound system of Spanish, such as recognizing phonemes and allophones B. Recognizes and employs linguistic devices used

Related Documents:

GACE Teacher Leadership Assessment Candidate Handbook 9 . The GACE Teacher Leadership Assessment Overview The GACE Teacher Leadership assessment was developed to assess the critical leadership roles that teachers play in contributing to student and school success. The assessment measures leadership roles in six areas, called tasks:

GACE Middle Grades Science Assessment Test at a Glance Page 2 of 12 About this Assessment The GACE Middle Grades Science assessment is designed to measure the professional knowledge of prospective teachers of science in middle schools in the state of Georgia.

GACE Biology Assessment Study Companion 11 . Note: After clicking on a link, right click and select “Previous View” to go back to original text. Test II Subareas . Subarea Approx. Percentage of Test . I. Scientific Inquiry, Processes, Technology, and Society . 30%

other tests. There are a few caveats to consider. The recommended passing score from a standard-setting panel may not be the score adopted by a state. The content and format of the GACE tests may different from the example tests. The expectations of the GACE standard-setting panels may be higher or lower than other panels.

Tips for GACE Test Takers Using Khan Academy Official Praxis CORE Prep 1 . Tips for GACE Test Takers Using Khan Academy Official Praxis Core Academic Skills for Educators (CORE) Prep Created for Praxis Core Academic Skills for Educators (CORE), this free resource from Khan Ac

A Companion to Greek Tragedy Edited by Justina Gregory A Companion to Classical Mythology Edited by Ken Dowden A Companion to Greek and Roman Historiography Edited by John Marincola A Companion to Greek Religion Edited by Daniel Ogden A Companion to Greek Rhetoric Edited by Ian Worthington A Companion to Roman Rhetoric Edited by William J .

A Companion to Greek Rhetoric Edited by Ian Worthington A Companion to Ancient Epic Edited by John Miles Foley A Companion to Greek Tragedy Edited by Justina Gregory A Companion to Latin Literature Edited by Stephen Harrison A Companion to Greek and Roman Political Thought Edited by Ryan K. Balot A Companion to Ovid Edited by Peter E. Knox

The Asset Management Strategy is aligned to other key policies including, but is not limited to: Allocations Policy, Procurement Strategy, Repairs and Maintenance Policy, Estate Management Policy, Adaptations Policy, and Rent and Service Charge Policy. The AMS is also aligned to the current relevant legislation and statutory requirements outlined within each Policy. In .