Preparation Manual

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Section 6: Sample Constructed-Response Question
TX PACT: LOTE German: Early Childhood–Grade 12 (711)

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Sample Directions for the Constructed-Response Question

This section of the exam consists of a constructed-response question to which you must respond in the target language. You are to prepare a written response on the assigned topic. You should use your time to plan, write, review, and edit your response to the question.

Read the question carefully before you begin to write your response. Think about how you will organize what you plan to write. You may use the eraseable notebooklet provided to make notes, write an outline, or otherwise prepare your response. However, your final response to this question must be typed in the response box provided on-screen with the question.

Please note that special characters (such as letters with accents or other diacritical marks) cannot be entered using the keyboard but are available for insertion in the on-screen response box. To access these characters, click on the ash symbol button that appears in the upper left corner of the screen. Using the mouse, click on the character you wish to include in your response and then select "Insert". The character will be inserted where the cursor is positioned in the response box.

Your score will depend on the extent to which you effectively communicate a whole message, in the target language, to the specified audience for the stated purpose. You will be assessed on your ability to express, organize, and support opinions and ideas, not on the position you take. Your response to the constructed-response question will be evaluated according to the following criteria:

You are to prepare a written response to this assignment of approximately 300–400 words. Be sure to write about the assigned topic. You may not use any reference materials during the exam. This should be your original work, written in your own words, and not copied or paraphrased from some other work. Remember to review what you have written and make any changes you think will improve your response.

Select the Next button to continue.

Sample Constructed-Response Question

Domain V—Presentational Writing

Competency 009—In response to a prompt, demonstrate the ability to construct a coherent, well-developed passage in the target language that effectively communicates a message.

Read the prompt below.

Imagine that you are applying for an academic exchange program for teachers of German. As part of your application, you are asked to write an essay in German in which you provide your opinion on whether secondary-level students should attend school year-round. In your response, you must include, but are not limited to, the following:

  • your opinion on the topic; and
  • an explanation of reasons, evidence, or experience that supports your opinion.

Sample Strong Response

Es ist die Aufgabe unserer Bildungsinstitutionen, Schülern das Grundwissen beizubringen, das ihnen eine sichere Zukunft ermöglichen wird. Zu diesem Zweck verbringen junge Menschen im Alter von 14 bis 18 Jahre mindestens 30 Stunden pro Woche im Unterricht. Jetzt wird noch dazu vorgeschlagen, das Unterrichtsjahr in der Oberschule auf zwölf Monate zu verlängern. Damit bin ich überhaupt nicht einverstanden.

Die Erziehung eines Menschen findet nicht nur während der „offiziellen” Lernzeit im Schulgebäude statt. Beschäftigungen wie Computerspiele, Sport und Gespräche mit Freunden oder in Online-Foren bekämpfen den Alltagsstress und verstärken den Sinn für Gemeinschaft. Gemeinsames Essen und Spielen in der Familie erhöht die Wahrscheinlichkeit, dass Kinder später selber gesunde, glückliche Familien gründen werden. Aufenthalte im Ausland während der Sommerferien fördern die Sprachkenntnisse und das Verständnis für andere Kulturen. Solche Erfahrungen sind wichtig für die Selbstentwicklung, und man macht sie hauptsächlich außerhalb des Klassenzimmers.

Manche behaupten, ein längeres Schuljahr würde junge Menschen auf die Wirklichkeit des Erwachsenseins vorbereiten. Als berufstätiger Mensch habe man keine acht Wochen Sommerferien im Jahr, sagen sie. Dagegen würde ich aber einwenden, dass man im Berufsleben am erfolgreichsten ist, wenn man selbstständig arbeiten kann und das eigene Wohlsein pflegt, indem man neben der Arbeit auch andere Interessen kultiviert. Aber woher soll man solche Kompetenzen erwerben, wenn jeder Moment des bisherigen Lebens von anderen geplant wird? Gerade in ihren letzten Schuljahren sind Jugendliche reif genug zu lernen, wie man ein erfolgreiches Gleichgewicht zwischen der Arbeit und der Freizeit schafft. Dafür müssen sie aber auch Freizeit haben!

Hinter dem Druck, das Schuljahr zu verlängern, steckt leider nicht das Verlangen nach einer besseren, ganzheitlichen Ausbildung für unsere Kinder. Die gewonnene Zeit wird nicht dazu gebraucht, Neugier zu erwecken oder eigenständiges Lernen zu fördern. Schüler werden bloß mehr Fakten auswendig lernen müssen. Die Ganzjahr-Schule beraubt unserer Jugend nicht nur einer Kindheit, sondern auch die Chance, zufriedene, produktive Erwachsene zu werden.

Sample Weak Response

Viele Studenten haben Probleme in der Schule und nach der Schule. Kinder mussten lernen, so dass Sie Erfolg haben in das Leben. Viele Schule sind arm und haben nicht genug Lehrer. Das Problem kann besser werden. Das Antwort? Schule das ganze Jahr lang. Dann, haben die Kinder die Zeit alles zu lernen, das sie müssen. Jezt sie vergessen Alles während den Sommer.

Wenn die Schule das ganze Jahr geht die Lehrer muss nicht Alles wieder lehren. Kinder haben auch nicht Zeit, Kriminelle zu bekommen, weil sie werden sehr oft in der Schule oder sie sind mit Eltern im Haus. Kinder sind nicht zuviel Zeit allein und Sommerschule kann helfen mit die Sicherheit für Studenten und das Gessellschaft. Ein ganzes Jahr in die Schule ist ein sehr gute Idee.

Performance Characteristics

Responses are scored holistically based on the following performance characteristics:

Purpose The extent to which the response fulfills the assignment and is appropriate for the intended audience
Organization and Coherence The extent to which ideas are effectively sequenced and logically connected
Development The extent to which ideas are developed with relevant supporting details
Syntax and Grammar The extent to which the response exhibits a command of syntax and grammar
Vocabulary The extent to which the response demonstrates a command and range of vocabulary and idiomatic expressions
Mechanics The extent to which the response demonstrates accuracy of spelling, diacritical marks, and punctuation

Score Scale

The four points of the scoring scale correspond to varying degrees of performance.

Score Point Score Point Description
4 The "4" response reflects a thorough understanding of relevant knowledge and skills.
  • The response thoroughly fulfills the assignment and is completely appropriate for the intended audience.
  • The ideas are effectively organized and logically connected.
  • The ideas are well developed with specific, relevant details.
  • The response exhibits a comprehensive command of syntax and grammar, containing only minor errors that do not interrupt communication.
  • The response demonstrates a strong command and broad range of vocabulary, including idiomatic expressions.
  • There are few, if any, errors in spelling, diacritical marks, and punctuation.
3 The "3" response reflects a general understanding of relevant knowledge and skills.
  • The response generally fulfills the assignment and is appropriate for the intended audience.
  • The ideas are generally organized and connected.
  • The ideas are generally developed with some specific details.
  • The response exhibits an adequate command of syntax and grammar, although some errors may cause minor interruptions in communication.
  • The response demonstrates a general command and adequate range of vocabulary, including idiomatic expressions.
  • There are minor errors in spelling, diacritical marks, and punctuation, but these do not interfere with communication.
2 The "2" response reflects a limited understanding of relevant knowledge and skills.
  • The response partially fulfills the assignment and may not be appropriate for the intended audience.
  • The ideas are partially organized; connections between ideas may be lacking.
  • The ideas are partially developed: details may be limited, repetitive, and/or partially irrelevant.
  • The response exhibits limited command of syntax and grammar; errors sometimes interfere with communication.
  • The response demonstrates a limited command and narrow range of vocabulary, including idiomatic expressions.
  • There are errors in spelling, diacritical marks, and punctuation that partially interfere with communication.
1 The "1" response reflects little understanding of relevant knowledge and skills.
  • The response fulfills little of the assignment and is inappropriate for the intended audience.
  • The ideas are unorganized and disjointed.
  • The ideas are not developed: there are few, if any, relevant supporting details.
  • The response exhibits little or no command of syntax and grammar; significant and frequent errors impede communication.
  • The response demonstrates a weak command of vocabulary, with little to no range. Idiomatic expressions, if used, may be inappropriate.
  • Errors in spelling, diacritical marks, and punctuation are so numerous that they impede communication.
U The response is unrelated to the assignment, is unreadable, is not written in the target language, or does not contain a sufficient amount of original work to score.
B There is no response to the assignment.
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