9496568 Comp Span. Key Ja05

FOR TEACHERS ONLY

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

COMPREHENSIVE EXAMINATION

IN SPANISH

Wednesday, January 26, 2005 — 1:15 to 4:15 p.m., only

SCORING KEY

Mechanics of Rating

• Use only red ink or red pencil in rating Regents examination papers. Do not attempt to

correct the student’s work by making insertions or changes of any kind.

• Use check marks [✓] to indicate incorrect or omitted answers in Parts 2 and 3. Do not place

a check mark beside a correct answer.

• Record the credit for each part in the appropriate credit box on the student’s answer booklet.

• Record the total examination score (the sum of the credits the student received for each

part) in the appropriate space in the box in the upper right corner of the answer booklet.

• Check carefully for mechanical errors (e.g., addition). Using a calculator might be helpful.

•Write your initials clearly in the appropriate space on the answer booklet.

Part 1

Record the credit for Part 1: Speaking, as previously reported to the building principal.

Part 2

Allow a total of 30 credits, two credits for each of the following:

a (1) 1 (4) 2 (7) 1 b (10) 2 (13) 4

(2) 3 (5) 2 (8) 4 (11) 3 (14) 1

(3) 4 (6) 4 (9) 1 (12) 4 (15) 3

Part 3

Allow a total of 30 credits, two credits for each of the following:

a (16) 2 b (21) 3 c (26) 4

(17) 4 (22) 4 (27) 3

(18) 1 (23) 1 (28) 1

(19) 3 (24) 2 (29) 1

(20) 1 (25) 3 (30) 2

Any clarifications or changes to this scoring key or this examination will be posted on the New York

State Education Department web site at http://www

.emsc.nysed.gov/osa/. Check this web page

before starting your scoring process and several times throughout the Regents examination period.

Part 4

In this part of the examination, students are asked to demonstrate the ability to write in the target language

using the four functions of language (socializing, getting others to adopt a course of action, getting and

providing information, and expressing personal feelings) as the vehicle for communication.

Students are instructed to choose two of the three tasks provided and write a response of at least 100 words

in the target language to achieve a specified communication purpose. A word is defined as a letter or collection

of letters, surrounded by space, that in the target language is comprehensible and contributes to the

development of the task. This definition applies even when words are grammatically incorrect. When counting

words, please note that numbers, unless written as words, and names of people are not to be counted. Place

names and brand names from the target culture count as one word (all other places and brand names are

disregarded), and contractions are counted as one word. In addition, salutations and closings are counted, as

well as commonly used abbreviations in the target language.

Additional information concerning word count guidelines, how to apply the writing rubric, and use of the

scoring rubric for students with disabilities who have a spelling exemption listed on an IEP or 504 plan is provided

in the document, Comprehensive Regents Examination in Modern Foreign Languages Test Changes and Sampler

Draft, which is available on the Department website at http://www.emsc.nysed.gov/ciai/testing/lotegre/lotesam.pdf.

The responses to the Part 4 writing tasks must be written in the student’s own words; no credit should be

given for a response that is copied or substantially the same as material from other parts of the examination.

Part 4 is worth a total of 16 credits. Each response is worth a maximum of eight credits and must be rated

according to the writing rubric for Part 4, which is provided on the next page. This writing rubric measures

five dimensions: purpose/task, organization, vocabulary, structure/conventions, and word count. The

dimensions of purpose/task, organization, vocabulary, and structure/conventions are measured on a zero to

four scale; the dimension of word count is measured on a zero to two scale. A writing checklist is also provided

for use in rating student responses. The writing checklist requires reference to the full writing rubric for the

definitions of each dimension at each level and is not intended as a substitute for the writing rubric.

After rating the student’s response for each dimension, the scores for the five dimensions must be added,

resulting in a total raw score for the response. The conversion chart must be applied to that total raw score so

that the proper credit is given to the student for the question. For example, if a student received a

performance level score of 3 on the dimension of purpose/task, a score of 3 on the dimension of organization,

a score of 2 on the dimension of vocabulary, a score of 3 on the dimension of structure/conventions, and a

score of 2 on the dimension of word count, the student’s total raw score would equal 13 (the sum of the five

performance level scores). According to the conversion chart, a raw score of 13 represents a converted score

of 6 credits for the question.

The conversion chart for Part 4 is shown below.

COMPREHENSIVE SPANISH— continued

Part 4 Conversion Chart

Total Raw Score

17–18 15–16 13–14 11–12 8–10 6–7 4–5 2–3 0–1

Total Credits

8 7 6 5 4 3 2 1 0

After each of the two questions has been scored, the two converted scores must be added together to

determine the total Part 4 score. This total Part 4 score should be entered in the last box on the last page of

the student answer booklet and also under the “Credit Earned” section for Part 4, on the upper right corner

of the first page of the student answer booklet.

COMPREHENSIVE SPANISH— continued

The writing rubric for Part 4 is shown below.

Part 4 Writing Rubric

Note that a zero can be given in any of the dimensions when the student’s performance falls

below the criteria described for the performance level of 1.

[OVER]

Performance Level

Dimension

4 3 2 1

Purpose/Task

Accomplishes the task;

includes many details

that are clearly

connected to the

development of the

task, but there may be

minor irrelevancies.

Accomplishes the task;

includes some details

that are generally

connected to the

development of the

task, but there may be

some irrelevancies.

Accomplishes the task;

includes few details,

some of which may be

only loosely connected

to the task. There are

many irrelevancies.

Attempts to accomplish

the task; makes some

reference to it but

provides few or no

supporting details.

Organization

The extent to which

the response exhibits

direction, shape, and

coherence

Exhibits a logical and

coherent sequence

throughout; provides a

clear sense of a

beginning, middle, and

end. Makes smooth

transitions between

ideas.

Exhibits a logical

sequence; provides a

beginning, middle, and

end.

Attempts to provide a

logical sequence and/or

the beginning or ending

is abrupt or unclear.

Exhibits little order;

provides a series of

separate sentences

and/or disconnected

ideas.

Vocabulary

Includes a wide variety

of vocabulary that

expands the topic, but

there may be minor

inaccuracies.

Includes a variety of

vocabulary related to

the topic.

Includes basic vocabu-

lary; some vocabulary

may be inaccurate or

unrelated to the topic.

Structure/

Conventions

• Subject-verb

agreement

•Tense

• Noun-adjective

agreement

• Correct word order

• Spelling/ diacritical

marks

Demonstrates a high

degree of control

of Checkpoint B

structure/conventions:

• subject-verb

agreement

• present, past, future

ideas expressed as

appropriate

• noun-adjective

agreement

• correct word order

•spelling/diacritical

marks

Errors do not hinder

overall comprehensibility

of the passage.

Demonstrates some

control of Checkpoint B

structure/ conventions:

• subject-verb

agreement

• present, past, future

ideas expressed as

appropriate

• noun-adjective

agreement

• correct word order

•spelling/diacritical

marks

Errors do not hinder

overall comprehensibility

of the passage.

Demonstrates some

control of Checkpoint B

structure/conventions.

Errors do hinder overall

comprehensibility

and/or there are

numerous Checkpoint A

errors.

Demonstrates a high

degree of control, but

uses only Checkpoint A

structure/conventions.

Demonstrates

little control of

Checkpoint A or B

structure/conventions:

• subject/verb

agreement

• present, past, future

ideas expressed as

appropriate

• noun-adjective

agreement

• correct word order

•spelling/diacritical

marks

Errors impede overall

comprehensibility of

the passage.

Word Count

— — Uses 100 or more

comprehensible words

in the target language

that contribute to the

development of the task.

Uses 50–99 or more

comprehensible words

in the target language

that contribute to the

development of the task.

Includes limited

vocabulary and/or most

vocabulary is inaccurate

or unrelated to the

topic.

COMPREHENSIVE SPANISH— continued

The writing checklist for Part 4 is shown below.

Part 4 Writing Checklist

Please refer to the full writing rubric for definitions of each level.

Note that a zero can be given in any of the dimensions when the student’s performance falls

below the criteria described for the performance level of 1.

This writing checklist is provided solely for the teacher’s convenience. This form is not

required to be completed and should not be returned to the State Education Department. In

addition, when scoring Part 4 responses, no marks should be placed on the student’s paper as such

marks may interfere with the ability of the rater to properly apply the scoring rubric.

Dimension Performance Level

4 3 2 1 0 4 3 2 1 0

Purpose/Task

• Accomplishes the task

• Includes details

• Connects ideas to task/purpose

Organization

• Exhibits a logical and coherent sequence

• Has a beginning, middle, and end

• Makes smooth transitions

Vocabulary

• Includes a variety of vocabulary

• Uses relevant and accurate words

Structure (degree to which errors hinder overall

comprehensibility)

• Subject-verb agreement

• Present, past, future ideas expressed as appropriate

• Noun-adjective agreement

• Correct word order

• Spelling/diacritical marks

Word Count

• Comprehensible

• In target language

100+ 50–

<50 100+ 50–

<50

Question No. _____ Question No. _____

If a student’s response receives a performance level score of zero on the dimension

of purpose/task, the entire response should receive a score of zero. Please note,

however, that in order to receive a score of zero on the dimension of purpose/task,

the student’s response must be completely unrelated to the topic. A student’s

response must not be given a zero on the dimension of purpose/task if the response

can be associated with the task in any manner whatsoever. In such an instance, the

student’s response must be rated on each of the dimensions of the writing rubric.

Part 4

A sample of an 8-credit response for each question in Part 4 follows:

31 En nuestro colegio no podemos llevar la ropa que queremos. Las reglas son demasiado

exigentes, y todos los alumnos, los chicos y las chicas, se quejan mucho. No entendemos

por qué no podemos llevar una gorra en el edificio. Llevar una gorra o una capucha no

tiene nada que ver con cuánto aprendemos. Quizás sea mejor que podamos ponernos una

gorra o una capucha porque así estamos más cómodos. Además en unas aulas hace mucho

frío y una capucha es necesaria. Muchas alumnas quieren ponerse las faldas cortas que

están de moda, pero si se las ponen, tienen que cambiarse a otra ropa. Si no tienen ropa

adecuada en el colegio, tienen que ir a casa para conseguir otra ropa ¡Es absurdo faltar a

una o dos clases para cambiarse de ropa! Cuando revisen las reglas para el año próximo,

hay que tener unos alumnos en el comité.

32 Querida mamá,

¡Tengo muchos planes para el año que viene! Primero, quiero seguir estudiando el

español. Después de pasar el año con ustedes en Madrid, creo que hablo y comprendo

mucho más. Espero hablar español más este invierno cuando vaya de vacaciones con mis

padres a México.

En el invierno voy a esquiar tres fines de semana con mi mejor amigo Mike. Vamos a

quedarnos en casa de sus abuelos en los Adirondacks.

Además de la escuela y el esquí, voy a trabajar como voluntario en el hospital de mi

ciudad. Ayudo a los enfermeros que siempre están muy ocupados, y estoy aprendiendo

mucho también. Más que todo me gusta atender a los pacientes. ¡Lo aprecian mucho!

Ahora que sé más español, cuando vayamos a México, mi familia quiere que yo les sirva

de guía; ¡porque soy el único hispanohablante de la familia!

Nos veremos el verano próximo.

Su hijo,

Pablo

COMPREHENSIVE SPANISH— continued

[OVER]

Regents Comprehensive Examinations in Modern Languages

Map to Learning Standards

Key Ideas Part of Test/Item Numbers

Speaking

Part 1, Speaking Test

(administered prior to the written test)

Listening

Part 2, Listening Comprehension

Items: 1–15

Reading

Part 3, Reading Comprehension

Items: 16–30

Writing

Part 4, Writing

Items: 31–33

Culture Embedded in each item of test

COMPREHENSIVE SPANISH— concluded

33 El Sr. López tiene una esposa y dos nin˜os. Es vendedor de coches. Trabaja muchas horas

cada día. Hoy, recibe una llamada telefónica de su esposa. El hermano de su esposa está

visitando para el fin de semana. La Sra. López va a preparar una comida para su familia y

su hermano. Su marido va al almacén para comprar un poco de pan, leche, y queso.

¡Sorpresa! Descubre que el hermano está en el almacén. El hermano desea comprar

algunos regalos para los nin˜os. También desea ayudar a su hermana a preparar una comida

para la familia. Los dos hombres ríen y hablan y después se van a casa a preparar la comida.