Quiz Week 1

Sh3146@

1. Complete the sentences with a conjugation of the verb ser (to be).

1. De dnde ____ Mara?

2. Yo _____ de Ecuador.
3. Mi ta ______ profesora.
4. Mariana y Francisco _______ estudiantes.
5. El profesor _______ mexicano.
6. Nosotros __________ brasileos.
7. De dnde ______ ustedes?
8. De dnde ______ (t)?
9. Karen y Laura _______ cocineras.
10.De dnde _____ usted?

Como estas?

Alemn

11.Cmo te llamas?
12.Cmo se llama usted?
13.Cul es tu nmero de telfono? (T)
14.Cul es su nmero de telfono? (Usted)
15.Tienes el nmero de telfono de Mara?
Si, su nmero de telfono es 910-121-2233

El verbo ser

16.Nosotros __________ espaolas.

17.De dnde ______ ustedes?
18.De dnde ______ vosotros?
19.Ulrich, Matthew y yo _______ estudiantes.
20.De dnde _____ tu profesor?

El verbo tener

1. (Yo) __________ un libro de espaol.

2. Nosotros ______ clase de espaol a las 11:30 a.m.
3. T ______ una pluma?
4. La estudiante argentina no _______ correo electrnico.
5. Mario y Julio ________ mvil de Espaa.

Completa la conversacin.

Mara: Hola! Me llamo Mara. ___________________?

Guillermo: Qu tal? Me llamo Guillermo. ______________?

Mara: No, vivo en Nueva Jersey. Pero estudio en Manhattan. ________________?

Guillermo: Yo tambin soy estudiante. ________________________?

Mara: No, no tengo celular todava.

Guillermo: ______________________?

Mara: Si, es mariarobles@gmail.com

Guillermo: Va, te mando un correo enseguida.

Que gusto!
 This study was conducted in an effort to explore the comparability of the usefulness and

validity of a Spanish achievement test when delivered in a scenario-based format as opposed to

the traditional test format. Scenario-based testing has shown potential as an alternative to the

traditional approach to standardized testing, for instance, in assessing test-takers reading

comprehension while also promoting learning throughout the test (T. OReilly, J. Weeks, J.

Sabatini, L. Halderman, & J. Steinberg, 2014; T. OReilly & J. Sabatini, 2013). Nonetheless,

there is not enough research in the foreign classroom context, and a comparison of the processes

and information collected through this type of assessment should be compared to that of

traditional (non-scenario) tests.

The two versions of the test were criterion-referenced tests, with content sampled from

the curriculum of a beginner Spanish class (A1 according to the CEFR). Both versions covered

the four skills, as well as grammar and vocabulary. The texts for the reading section were

selected based on their equivalence, as determined by the readability indexes Coh-Metrix and

Lexile. Similar procedures were followed for other skills, for example, the listening materials

were determined to pertain to the A1 level of the CEFR and selected from a well-known Spanish

textbook.

Fifteen students took both versions of the test. The order in which they took the test was

assigned randomly. Each test took about 45 minutes to be completed. After each test, students

completed a questionnaire, and a focal group was selected to further inquire their experience

with the test. Test scores, questionnaire responses, and the attitudes and perceptions as described

in the focal group session will be compared and analyzed in order to provide an account of the

possible similarities and differences in the perception of these two types of tests.