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Developing a University-Level French 104 Unit Test:The Perplexity of Assessing French Grammar and Vocabulary

Vanessa ArmandIn cooperation with Alice Verney and Lucia Abraham

For LING 586: Classroom Testing for TESOL

March 6, 2012



Table of Contents

I. Test development : team and process 2

II. References 6

III. Test Design Statement 7

IV. Test Blueprint 9

V. Appendix A: The test 14

VI. Appendix B: English translations of the test 19

VII. Appendix C: The test key (and English translation) and scoring rubric 25

VIII. Appendix D: The test currently used for Chapitre 7 29

IX. Appendix E: Collage: Chapitre 7: Les medias et la technologie 37



TEST DEVELOPMENT : TEAM AND PROCESS

The test development team for this university-level French language Unit Test

was comprised of three francophones, (two native speakers and one non-native, C1 level

speaker). All three had extensive experience with the French education system and its

approach to language teaching (non-CLT); two had attended university in France (NS)

and two had taught English in France (NS/NNS). All were familiar with the US education

system and the progression of approaches that have influenced language teaching in its

schools; all three were trained in the CLT approach and wished to put it into practice in

their classrooms. Only one team member, Lucia Abrahams, had taught French to NNS,

and was, at the time of test development, employed as a French teaching assistant at the

major state university where the test was to be implemented.

Developers worked simultaneously on all elements. The development process was

conducted largely through the use of GoogleDocs, with team members meeting

periodically to brainstorm ideas and work through trouble areas in the design. Decisions

about were made Socratically throughout the different stages of development, with ideas

proposed on GoogleDocs and responded to by each member in her assigned color (with

questions/problems in red, and collaborative work in black). Constructs were determined

based on gaps in use that Lucia Abraham had observed in her students’ classroom

communication, as well as problems real-world use Vanessa Armand had encountered as

a NNS communicating in France.

The inspiration for designing this test came directly from problems that French

teaching assistants had encountered in the curriculum—as put forth by the university’s

French Department—and the nature of the assessments used. All group members had



experience implementing the language-focused portion of the Bac test (administered in

France as part of the nationwide curriculum), thus bringing to the test development

process their knowledge of the French educational approach to testing. Only the teaching

Lucia Abraham had experience writing test items for a French language course; her

experience in item-writing was that of creating new items by inserting new sentences into

the given test format and pre-existing item structure. None of the test developers had

experience in writing test content or analyzing content via constructs.

The test developers chose to redesign the unit tests for the course (FR 104) in

response to an outcry from teaching assistants who found that the tests they were asked to

administer were not adequate tools of measurement for assessing the linguistic and

communicative abilities of students. The common complaint was that the current

classroom approach set forth in the curriculum design and tests, as based around the

widely used Collage textbook published by McGrawHill (2003), was clearly

disconnected from any semblance of CLT methodology. The aim was to rewrite the test

in such a way that the washback effect might eventually change the design of the course

(and possibly curriculum) as a whole, moving it in the direction of more communicative

language teaching and learning.

In order to better conceptualize the context, content, and constructs, developers

were in constant consultation with the teaching assistants. The unit on the “Subjontif”

grammatical form was chosen to be the focus, as it is the form commonly known to pose

the most problems (both linguistically and affectively) for NNS of French. The test

developers identified the following problems with current Unit 7 test (Appendix E) used

to assess the subjunctive: an unrealistic number of differing test tasks, small numbers of

items for each task, themes in the test not reflecting those in the chapter, little related



schema activation with each new task, and a number of test tasks that do not reflect real-

world TLU domains. While the original test does include a number of integrated

listening/writing tasks, the tasks themselves have little, if any, relation to distinct skills

that learners will need to communicate in the real world. The content, therefore, is

unlikely to transfer to further use, as has been observed by the assistants; students are

likely to forget much of what they had studied as soon as they had finished the exam and

moved into the next chapter. Furthermore, this lack of retention then hinders the

progressive build of the acquisition of grammatical structures and of vocabulary.

In designing this test, developers reduced the number of test parts, increased the

number of test items for each part (thus increasing the reliability of inferences derived

from the responses), maintained a common, chapter-related theme throughout the test

(increasing schema activation), and attempted to make test tasks more reflective of real

world tasks. The new test does not include an assessment of the past subjunctive. This

decision was based on the notion that students will be less likely to need it in the real

world, especially being as many of them will only hear it within the classroom and will

circumvent its usage—a skill that is, in any case, necessary in real world communication.

The reading/writing focus of the test was one strike against the movement towards

a communicative, integrated skills approach, as was especially problematic in terms of

real world use of the subjunctive tense, which is most often encountered in spoken

language. However, due to practicality issues of the test’s administration and scoring, the

written form was ultimately chosen. The source of written passages was inspired by real-

world use of social media and technology, but due to issues with orthography and the

epidemic of grammatical errors in the writings of French NS on such sites as Facebook,

developers were forced to create the input. The goal was nevertheless to update the



content to be more applicable to the lives of students and more directly integrated into the

test. Because this test is assessing grammar and vocabulary, the scoring criteria used is

analytic. The extended production rubric, more specifically, is “concerned with a specific

performance feature” (Carr, 2011, p. 128) or rather with specific features: target grammar

and vocabulary items.

Of all the parts of the test, the vocabulary section proved most arduous, and was

reconceptualized four times—twice following feedback received during the in-class

workshop. In terms of the overall process, however, developers grappled constantly with

the balancing act between the TLU instructional and real world domains. They found

difficulty in fashioning the test around real world tasks, while still accounting for

students’ lack of exposure to such tasks in the classroom. Since the validity of criterion-

referenced test results is drastically impacted by how the test tasks reflect classroom

tasks, it is unclear how drastically the newly designed test could diverge from classroom

approaches while still venturing to inspire sweeping reforms in curriculum.

Another issue was that of finding/creating a method of assessing written grammar

and vocabulary that would simulate real world tasks as opposed to the traditional,

decontextualized fill-in grammar tasks. Throughout the process, test developers felt as

though they were fighting a losing battle against the ingrained tasks that they themselves

had known as test takers. This design process would most certainly be described as

iterative (Carr, 2011, p.78; Graves, 2000), with the developers creating, altering,

eliminating, and recreating all parts of the test. Ultimately, they remain dissatisfied with

the finished product, and view this version of the test as a stepping-stone to a more

communicative, real-world oriented model. Given more time and resources, developers

hope to experiment further with the development of this test and to eventually pilot it



with students in the course.

In conclusion, each group member contributed her own personal aspects of

expertise to the project; each one brought to the process, not only a different perspective

of the French language and the testing of it, but also a different manner of

conceptualizing related readings. Working as a group was paramount to the success of

this project, as the research and task writing alone would have been overwhelming work

for an individual developer. More importantly, collaboration was indispensable to the

process because it provided the team with three sets of eyes foreseeing three different sets

of ideas, problems, and solutions. The developers concluded the process with not only a

new appreciation for the writers of tests, but also with a newly instilled confidence in

their abilities in test development.

One suggestion for future teams of test developers would be to spend considerable

time analyzing the existing test and textbook chapters, as well as to constantly re-evaluate

the test-in-progress against the existing test and book. While this may seem self-evident,

it is easy to move forward in the interest of time and unforeseen difficulties, only to find

that the test has actually made little improvement from the original. Conscious attention

through such analytical approaches will certainly make test development more efficient

and effective.

REFERENCES

Baker, L. (2001). Collage. (5 ed.). Blacklick, OH: McGraw-Hill.

Bachman, L. & Palmer, A. (1996). Language Testing in Practice. New York, NY. Oxford University Press.

Brown, H.D. (2010). Language Assessment: Princinpes and Classroom Practices. 2nd

ed. White Plains, NY: Pearson Education.

Carr, N. (2011). Designing and analyzing language tests . New York, NY: Oxford University Press.

Graves, K. (2000). Designing Language Courses. Boston, MA: Heinle & Heinle.



DESIGN STATEMENT

I. Purpose of the test This test is a criterion-referenced achievement test to measure retention and

mastery of material covered in each chapter. This chapter focuses on the use of thesubjunctive tense in the vocabulary context of technology and social media. It is meant toenhance learner’s L2 (French) communicative skills, specifically the written grammar

structure “subjonctif” and specific vocabulary of expressing emotions and doubt asrelated to the chapter’s theme (social media and technology). This test is to serve as a

model that can ideally be later used for other chapters.

By way of changing the test’s focus and structure, developers hope that this testwill ideally endorse the use of CLT methodology in the classroom. Currently, teachers of

this course who will be using this test would like to use the communicative method butare limited by resources such as time, and by restrictions such as the obligatory use of the

grammar textbook.

Description of TLU domains/ task types

The TLU domain for this test is “language instruction” for grammar-basedinstruction (Bachman and Palmer, p. 255). This means that the test tasks will reflect those

used in the classroom. In their analysis of classroom instruction (through interview withthe teacher), the test developers have noticed that the instruction is not indicative of real-

life domain, so they have designed this test in order to impact the instruction (see impacton minimum levels of acceptance).

II. Characteristics of test takers This test is designed to fit the needs of 20 American students taking FR 104 at a

large public US university, ages 18 to 30. They are required to take 4 semesters of

language and have chosen to study French (others registered late and the only languageavailable was French). FR104 corresponds to basic user A2/B1 in the Common European

Framework of Reference.

Students’ prior grammatical knowledge includes: familiarity with (which may nottranslate to communicative competence in) a number of tenses (présent, passé composé,

imparfait, plus-que-parfait, futur, impératif, conditionnel présent). Students requireextensive additional practice to solidify their knowledge. Students have a grasp of article

usage, nouns, adjectives, adverbs, comparisons, and pronouns (subject, direct/indirectobject, stressed pronouns, adverbial, demonstrative). Their vocabulary knowledge

includes that which is related to French for General Purposes touching on “la vie de tousles jours” everyday life , “la famille et les amis” friends and family , etc.

This test is to serve as a unit test. There is no final exam; other forms of

assessment such as Wikis, compositions, orals also count towards a student’s final grade.



III. Minimum acceptable levels of qualities of usefulness:

1. Validity

Because the textbook is taught in chronological sequence, we assume that

students have integrated the previous units. However, we also recognize that grammar isnot taught in this “checking off” phenomenon, going from the easy structures to the moredifficult ones. Because of this, our primary focus for our test will be grammatical

structures and vocabulary taught in the unit. We also recognize the validity conflict between what is taught in the communicative language teaching and theoretical

frameworks pertaining how grammar is learned, and how the class is actually taught.

2. Reliability This quality may not be as strong as validity, due to the limited number of test

items and the time limit for test administration. There is also the “balancing act” betweenhigh reliability and practicality. (this test is given as part as the 50 minute class time)

3. Authenticity

This corresponds to being able to use the correct grammatical structure to conveyopinion, emotion, and instruction in the context of social media and technology. The

TLU domain is described as a “language instruction domain”, language is used for purposes of instruction, but is also intended to reflect the real world TLU domain.

4. Impact Test developers would like the test to have an impact on the teacher’s use of more

communicative, real-life tasks in the classroom and by extension on the syllabus and the

choice of the textbook.Undesirable potential consequences of the test: The test may not appeal to the Foreign

Language Department in which it is to be implemented.

5. Practicality The 50 minute time allotted for the test is a major issue in practicality. It is a pen

and paper test that takes place in the classroom where the students usually meet for classtime. The tests are scored by teaching assistants (the test administrators) and scores are to

be reported ideally within 3 school days of the testing date.The tests are printed, photocopied, and administered, and stored by teaching

assistants in the French Department.



IV. TEST STRUCTURE (Blueprint)

A. Number of parts/tasks: 4 parts. The test is a “building up” type of test that builds up

to the last task. The purpose of the parts is to assess different abilities in our vocabulary

and grammar constructs (each construct is defined in each task specification)

B. Salience of parts: the 4 parts are independent of each other, but they are assessing the

same grammatical structure and knowledge of the same vocabulary. Each part has a clear heading introducing the task type, clear instructions for the task, and the assigned point

value for each task (points per item).

C. Sequence of parts:Part/task #1: Skill: Reading, Focus: vocabulary

Part/task #2: Skill: Reading, Focus: verb conjugation (of the subjunctive)Part/task #3: Skill: Reading, Writing, Focus: use of subjunctive in context versus

indicative and infinitivePart/task #4: Skill: Reading, Writing, Focus: use of both vocabulary and target

grammatical structure(s) in context

D. Relative importance of parts/tasks: task #1, #2, #3 are relatively the sameimportance. The last (reading plus writing) task is the most important.

E. # of tasks per part: there is one task per part in parts 1, 2, and 3 (writing). Part 4

requires 2 tasks: reading and writing.



V. TEST TASK SPECIFICATIONS:

overall scoring: The test is scored out of 100. Fail is 59/100 and below. (Bachman andPalmer, 1996, p.270) “Procedures for scoring the responses”: one person: the teacher.

“Explicitness of criteria and procedures: the test takers are informed in general terms

about the scoring criteria (in the prompt)“ (see below)

overall specifications: items are presented in L2 because the students are used to having

instructions in the L2, thus resembling the Language Instruction TLU domain.

Part 1: La Vocabulaire [Vocabulary] (20 points)

Purpose: assessing vocabulary knowledge of target lexical items

Definition of the construct: The first task is an editing task. Following Carr (p.51) test developers aim to assess the

ability to recognize and understand specific words and phrases used in this unit ontechnology and social networks, and use them appropriately in context (especially atthe sentential level).

Time allotment: 10min approx.

Description: Focus is on comprehension and spelling of the target vocabulary

A number of verb tenses in the indicative (passé composé, imparfait, plus-que-parfait, présent, futur proche) are integrated into the task paragraph, as well as recycled necessary

vocabulary of which students have prior knowledge. The underlined words are incorrectin the context of the sentence; they were chosen based on students’ mistakes as

influenced by false cognates and related errors. Test takers read the following email aboutdifficulties with technology. They correct the email by replacing underlined words with

the word that is correct in the context of the sentence. Only words spelled correctly andused correctly in context will be counted.

Scoring: 10 items, 2 points each, no partial credit. If the word that the student provides a

word that is not the target word but is still correct in the context of the sentence, it isconsidered correct.

Sample:Lisez l’email suivant qui parle des difficultés avec la technologie. John, un élève des

USA, fait quelques erreurs avec la vocabulaire relié à la technologie. Corrigez son emailen replaçant les mots soulignés par les mots corrects dans le context de la phrase. Faitesattention à la construction de mot (à l’autographe et au context). Uniquement des mots

marqués correctement seront comptés.

Ex. Il voulait impressionner son email.Correct response: imprimer



Part 2: La Grammaire [Grammar] (40 points)

A) Multiple-choice: Conjugaison du subjontif (20 points)[conjugation of the subjunctive]

Purpose: assessing grammatical knowledge (conjugations)

Definition of the construct: ability to recognize the appropriate verb in the subjunctive.

The second and third tasks measure “grammatical forms”. Carr states that the grammar construct contains “the ability to use structures accurately, ability to comprehend

structures, control at the sentence level [...] accuracy of forms, accuracy of meaning”.This grammar construct relates to the specific form of “subjunctive” covered in the unit.

Time allotment: 5 minutes approx.

Description: Focus is verb conjugation (present subjunctive). Test takers choose the

correct response to fill in the blank of the sentence (using the present subjunctive of thefollowing verb).-Item stems are 10-15 words long with four options each (each options is one word).

-The vocabulary and grammatical structures to be used include the target structure as thekey (the appropriate conjugation of the subjunctive to match the sentence subject) and 3

distractors (inappropriate matching of conjugation and subject; conjugation in theincorrect tense form). The distractors were chosen as such in accordance with common

NNS errors, especially those present in students’ writing in this class.

Scoring method: 10 items; 2 point per item (total 20 points) right/wrong.

Example: La conjugaison du subjonctif.

Lisez les phrases et encerclez la réponse correcte. (20 points)

Je ne crois pas que mon employeur …...... le droit de regarder mon profil sur facebook.a) a b) ait c) ai d) aie

B) Fill in: Indiquer le subjontif, l’indicatif, ou l’infinitif (20 points)[Indicate the subjuntif, indicative, or infinitve]

Purpose: assessing grammatical knowledge (subjunctive & indicative verb tenses) andvocabulary

Definition of the construct: This task measures the ability to recognize the “grammaticalforms” as well as the “grammatical meanings” of those forms (see p. 294 in Brown on

defining grammatical knowledge). Specifically, it assesses the ability to identify anddiscriminate between the sentence initial phrases that indicate use of the indicative or

subjunctive tense in the rest of the sentence.



Time allotment: 10min approx.Description: Test takers are provided with the ending of a sentence either in the present

of subjunctive, the present of indicative, or the infinitive, and have to provide theappropriate the sentence-initial phrase that would indicate the use of the

indicative/subjunctive/infinitive that appears in the given portion of the sentence. There

are multiple possible options for ‘correct’ responses that students may produce, but thereonly certain verbs which indicate the use of the subjunctive, indicative, or infinite in the phrase which follows. Therefore, partial credit is not possible for this aspect of the item.

Partial credit is only given in the case of incorrect subject and verb agreement in thestudent’s response.

Scoring method: 2 points for each appropriate stem (correctly conjugated); partial creditof 1 point for correct response form with incorrect conjugation. (10 items; 20 points)

Example: Lisez la conversation suivante entre deux étudiants français à Chicago. Complétez les phrases en mettant le début de la phrase avec “que” qui correspond correctement avec

l’utilisation de soit le présent du subjonctif, soit le présent indicatif, soit l’infinitif. Soyez logique.

_ Ben, …....je veux que..........ma copine voie mes photos de Chicago.

Part 3: Responsive writing

Purpose: Assessing integrated grammatical knowledge (conjugation, indicative vs.

subjunctive use) and vocabulary knowledge (items related to technology as addressed inthe chapter; appendix …)

Definition of the construct: The ability to use the target structures and vocabulary in

contextThe last task is designed to assess “pragmatic meaning” or use of the target grammatical

structure in a given context. The same vocabulary construct as task #1 also applies here,as well as the constructs of grammar given in task # 2 A and B.

Time allotment: 25 minutesDescription: Test takers read two opinion posts from an online blog which comments on

the advantages and disadvantages of online dating. Students then use the posts asinspiration for writing their own post expressing their opinions about online dating. The

students know most of the words and will be able to make educated guesses about the

meanings of others, based on contextual information and inferential skills. Thevocabulary used is to be around 85% K1 words. The texts can be authentic documentstaken from websites but must be adapted to the level of the test takers. The texts for this

specific unit have been created by the test designers to suit the needs of comprehensibleinput for the test takers. This is in response to the observation that the uses of clearly

written and grammatically correct forms are not consistent in social media in France,especially that French youth. That is not to say that the task does not reflect the Real

World TLU domain, but rather that the content has simply been adapted to fit thelearners’ proficiency level in accordance with the TLU domain nature of the test. The



texts will be one paragraph long and between 90 and 110 words. As this task is that of extended response, the actual structure and content of test takers’ possible responses are

only partially predictable.

Scoring method: The test taker’s composition will be assessed using a scoring rubric.

40 points; ;analytic scoring: 4 categories: grammar (30%), vocabulary (20%), content(40%), and punctuation/spelling/mechanics and respect of instructions (10%). descriptorsfor each category: 4 levels: excellent, good, fair, poor.

Sample: Lisez les deux extraits d’un blog sur internet à propos des avantages et des

désavantages de faire des rencontres romantiques en ligne. Composez/Ecrivez uneréponse de 80-100 mots pour expliquer votre avis sur ce sujet. Les extraits doivent vous

servir de modèles. Vous devrez intégrer dans votre réponse 4 phrases complètes qui

expriment la nécessité ou l’opinion en utilisant différents verbes au subjonctif présent.

ex. Il est nécessaire que tu fasses attention aux photos que tu mets sur ton profil parceque...

Votre avis

“Je suis inscrite sur match.com depuis 3 mois. C’est ma meilleure amie qui m’a suggérée

de créer un profil. Elle m’a dit qu’il est important que je mette une belle photo de moi et que j’écrive une description complète. Mais en 3 mois je n’ai reçu qu’un seul message

d’un homme qui était très moche! Alors, j’ai décidé de contacter moi-même les hommesque je trouvais beaux; malheureusement personne ne m’a répondu. C’est dommage que

les “Brad Pitt” et “Johnny Depp“ de match.com soient aussi difficiles. Finalement, je ne pense pas pouvoir trouver l’homme de mes rêves sur ce site de rencontre.”

Posté le 26/02/2012 à 22h37 par Louise_étudiantedésespérée

“Match.com est le meilleur site de rencontre que je connaisse ! Je le conseille à tous leshommes qui cherchent des femmes intelligentes, belles et amusantes. Mais il y a certaines

choses à faire: il faut remplir toutes les informations mais il ne faut pas écrire la vérité. Pour les hommes, il est nécessaire de dire qu’on est jeune et qu’on a un bon métier (par

exemple avocat, médecin). Il est évident que les femmes adore les hommes riches. Enrésumé, si vous êtes parfait, vous trouverez ce que vous cherchez. C’est aussi simple que

ça !” Posté le 29/02/2012 à 6h49

par beaugosse34

Votre réponse:……………………………….



APPENDIX A : THE TEST (Version Française)

Nom: ______________________________ Date:_____________

FRENCH 104 Examen 1 Chapitre 7: Les réseaux sociaux, la technologie et le subjonctif

PARTIE 1: Vocabulaire (20 points)

TROUVER : le mot correct

Lisez l’e-mail suivant qui parle des difficultés avec la technologie. John, un élève des

USA, fait quelques erreurs avec le vocabulaire relié à la technologie.

Corrigez son e-mail en replaçant les mots soulignés par les mots corrects dans le context

de la phrase. Faites attention à la construction des mots (à l’autographe, au genre et aucontext).

Ex: J’utilise souvent des circuits sociaux pour rencontrer de nouveaux amis. Réponse

correct: Reseaux sociaux

1._____________________ 5._____________________ 8._____________________

2______________________ 6._____________________ 9._____________________

3._____________________ 7. ____________________ 10.____________________

4._____________________ 8._____________________



PARTIE 2: Grammaire (40 points)

A) CHOISISEZ: la bonne conjugaisonLisez les phrases et encerclez la réponse correcte. (20 points)

Ex.: Je ne crois pas que mon employeur…... le droit de regarder mon profil sur facebook.

a) a b) ait c) ai d) aie

1. Je suis étonné que de nombreuses offres d’emploi …....... postées sur internet.

a) soient b) sont c) est d) soit

2. Est-il vrai que vous.....votre temps sur YouTube au bureau ?

a) passez b.) passiez c.) passé d.) passer

3. Mon employeur a suggéré que tu .... une langue étrangère avec des cours en ligne.

a) apprends b) apprend c) apprenne d) apprennes

4. Il est impossible qu’un C.V. tapé à l’ordinateur ne........ pas une bonne impression.

a) fasses b) fait c) fasse d) fais

5. Je suis ravie que mes amis et moi ….......trouvé un emploi sur keljob.com.

a) ayons b.) ayons c.) aient d.) aies

6. Vincent et Anthony demandent que vous …...... votre uniforme en ligne.

a) achètes b.) achetent c.) achetiez d.) achetez

7. Il n’est pas certain que les employés......... mieux utiliser internet que les étudiants

a) saches b.) savent c.) sachent d.) sache

8. Il est nécessaire que les étudiants …............ leur dissertations sur une clé USB.

a) sauvegarde b) sauvegardent c) sauvegardes d) sauvegardons

9. Marie a dit à Pierre qu’il est utile que le site web de UIC ....... un de ses favoris.

a) deviennent b) devient c) deviennes d) devienne

10. Les professeurs veulent que vous.............. plus souvent sur Blackboard.

a) aller b.) allié c.) allez d.) allies



B) SIGNALEZ: le subjontif, l’indicatif, ou l’infinitif

Lisez la conversation suivante entre deux étudiants français à Chicago. Complétez les phrases en mettant le début de la phrase avec “que” qui correspond correctementavec l’utilisation de soit le présent du subjonctif, soit le present de l’indicatif, soit

l’infinitif. Soyez logique. Ex . Il faut que tu sois ‘ami’ avec tout le monde sur Facebook .

_ Salut Adrien. Qu’est-ce que tu fais là? Tu es sur facebook?

_ Salut Marie. Oui. Mais j’ai un petit problème.

_ Ah oui? Dis-moi.

_ Ben, __________________________ma copine voie mes photos de Chicago

_ Ah oui! Elles sont superbes! ______________________________tu les lui montres.

_ Oui, c’est ce que je voulais faire, mais je n’y arrive pas.

_ ….je crois que ……d’abord, tu dois les mettre sur ton ordinateur. _ J’ai déjà fait ça et ensuite, je les ai mises sur mon profil. Mais, ____________________

_____________ elle puisse les regarder.

_ Et pourquoi?

_ Parce qu’elle n’a pas fait de commentaire sur mes photos.

_Et alors?

_Ben, _______________________________ elle n’ait rien écrit. D’habitude, elle me

pose des questions.

_Olala Adrien!!!! Regarde les photos que tu as choisies.

_ Oh non! Je n’ai pas fait attention....

_ C’est pour ça que ta copine n’a rien écrit. ______________________________tu sois

entouré par toutes ces jolies Américaines! ____________________________envoyer un

e-mail à ta copine pour lui expliquer.

_Ah non, ________________________________elle soit jalouse pour ça. Tu n’es

pasd’accord ?

_Je ne sais pas. Mais ____________________________ vouloir te disputer avec elle

juste pour des photos ? Elle vient te voir la semaine prochaine et

___________________________________vous allez passer un mauvais moment si vous

ne vous expliquez pas.

_Tu as raison. Je regrette de ne pas avoir fait attention. Je vais lui parler.



PARTIE 3: Expression Écrite (40 points)

VOTRE AVIS : Des sites de rencontre: Pour le meilleur et pour le pire?

Lisez les deux extraits d’un blog sur internet à propos des avantages et des désavantagesde faire des rencontres romantiques en ligne. Ecrivez une réponse de 80-100 mots pour expliquer votre avis sur ce sujet. Les extraits doivent vous servir de modèles. Vous

devrez intégrer dans votre réponse 4 phrases qui expriment la nécessité ou l’opinion enutilisant différents verbes au subjonctif présent.

Example: Il est nécessaire que tu fasses attention aux photos que tu mets sur ton profil

parce que…



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APPENDIX B : ENGLISH TRANSLATION OF THE TEST

Name: ______________________ Date:_____________

FRENCH 104 Test 1 Chapter 7: Technology, social networks, and the subjunctive

PART 1: Vocabulary (20 points)

Read the following email about technical difficulties with technology. Jean, a student

from France, misuses some technology-related vocabulary. Correct his email by replacingunderlined words with the word correct in the context of the sentence. Pay attention to

spelling and context. Only words spelled correctly and used correctly in context will becounted.

Example: I use social circuits to make new friends. social networks

Hi Maxime!

I have a funny story to tell you. I helped my grandfather send an email yesterday. He

used his 2 fingers to (1) press on the (2) buttons and it took a really long time. He wasn’t

able to open his (3) mailbox because he had forgotten his (4) key word. So we went back

to the (5) house page to find a solution and we found a (6) seminar: “How to get to your

emails”. He wanted to (7)press his email, but in order to do this, you have to (8) load in

program. It scared him, so he decided to (9) rescue his email on his computer.

See ya!

Jean

P.S I’ll call you later, but I don’t have enough credit on my cell phone, so I have to buy a

(10)reserve.

1. ___________________ 5. ___________________ 9. __________________

2 .___________________ 6. ___________________ 10._________________

3. ___________________ 7. ___________________

4. ___________________ 8. ___________________



PARTIE 2: Grammar (40 points)

CHOOSE: the correct conjugationRead the sentences and circle the correct answer (20 points)

Example: I don’t believe that my employer ....... the right to look at my facebook profile. a) has (1st prsn. singl indicative) b) has(3rd prsn. Singl subjuntive) c) has (1st prsn. Singl Indicative) d) has (1st prsn singl subjuntive)

1. I’m surprised that numerous job offers ……. Posted on the internet.

a) are (3rd prsn. plural subjunctive) b) is (3rd prsn plural indicative)

c) are (3rd prsn singl indicative) d) is (3rd prsn singular subjunctive)

2. Is it true that you.... your time at work on YouTube?a.) spend (3rd person, singular indicative) b.) spend (3rd person, singular subjunctive)

c.) spend (3rd person, plural indicative) d.) spend (3rd person, plural subjunctive)

3. My boss suggested that you …. a foreign language through an online course.

a) learn (2rd prsn singl indicative) b) learn (3rd prsn singl indicative)

c) learn (3rd prsn singl subjunctive) d) learn (2nd prsn singl subjunctive)

4. It’s impossible that a C.V. typed up on a computer not .…. a good impression.

a) make (2rd prsn singl subjunctive) b) make (3rd prsn singl indicative)

c) make (3rd prsn singl subjunctive) d) make (2rd prsn singl indicative)

5. I’m so happy that my friends and I….........found jobs via keljob.com.

a) have (1st prsn plural subjunctive) b.) have (2nd prsn singl, subjunctive)

c.) have (3rd

prsn plural, subjunctive) d.) have (3rd prsn plural, subjunctive)

6.) Vincent and Anthony, ask that you (pl)……….. your uniform online.

a.) buy (2nd prsn, singl, subjuntive) b.) buy (3rd prsn, plural, indicative)

c.) buy 2nd prsn, plural subjuntive) d.) buy (2rd prsn, plural, indicative)



7.) It’s still not sure that the teachers…………how to use the internet better than the

teachers.

a.) know (2nd prsn, plural, subjunctive) b.) know (3rd prsn plural, indicative)

c.) know (3rd prsn plural, subjuntive) d.) know (3rd prsn singular, subjunctive)

8. It’s necessary [for] students [to] …....... their assignments on a USB drive.

a) save (3rd prsn singl subjtv) b) save (2nd prsn singl subjtv)

c) save (3rd prsn plural subjtv) d) save (2nd person, plural, indicative)

9. Marie told Pierre that it’s useful [that] the UIC website........one of his favorites.

a) become (3rd prsn singl subjuntive) b) become (3rd prsn singl indicatv)

c) become (2nd prsn singl subjuntive) d) become (3rd prsn plural subjuntive)

10. Teachers want you (pl) to………on Blackboard more often.

a.) take (2nd person plural, subjunctive) b.) take (2nd person plural, indicative)

c.) take (2nd person plural, future tense) d.) take (2nd person plural , other tense)



B) INDICATE: the subjunctive, the indicative, or the infinitive**This task is directly translated from French and does not elicit the same forms in English.

Read the conversation between two French students in Chicago. Complete the sentences by providing the beginning of the phrase (with “that”) that corresponds with the use of

either the subjuntive, the indicative, or the infinitive in the rest of the sentence.

_ Hello Adrien. What are you up to? You’re on facebook?

_ Hey Marie. Yeah. But I’m having some trouble.

_ Oh yeah? What’s up?

_ Well, ______________________my girlfriend to see (subjtv) my pictures from

Chicago.

_ Oh totally! They’re awesome! _____________________________show (subjtv) them

to her!

_ Yeah. That’s exactly what I wanted to do, but I can’t.

_ Well,____________________that first you upload (indictv) them to your computer.

_ I already did that, and then I put them on my profile page.

But,_________________________ that she can (subjctv) see them.

_ Why’s that?

_Um, ___________________that she hasn’t made (indictv) any comments on my picture.

_So?

_Well... __________________that she hasn’t (subjtv). Usually, she asks me questions.

_Wow, Adrien, look at the pictures you chose!!!

_Oh, no!!! I didn’t even notice...

_That’s why your girlfriend hasn’t written anything. ____________________that she’s

(indictv) furious that you are surrounded by all those beautiful American girls!

________________________that you send (subjtv) her an email to explain yourself

_No way, __________________________that she be (subjtv) jealous because of that.

Don’t you think?-I’m not really sure. ______________________________that you want (infinitive) to get

into a fight with her just because of pictures? She’s coming to see you next week-end.

__________________________that you’re going (indictv) to have a hard time if you

don’t clear things up.

-You’re right. I’m sorry that I’d didn’t pay closer attention. I’ll talk to her.



PART 3: Written Expression (40 points)YOUR OPINION : Online dating sites: For better or worse?

Read two excerpts from an online blog about the advantages and disadvantages of onlinedating. Write a response of 80-100 words expressing your opinion about the issue. Theexcerpts should serve as models and inspiration. Be sure to use 4 sentences using the

subjunctive tense to express necessity or opinion. Use different verbs in the presentsubjunctive.

Example: It is essential to be careful of which photos you put on your profile because…

Title : Online Dating Sites : Are they for better or worse?

“I signed up for match.com 3 months ago. My best friend suggested that I create a profile.

She told me that it was [especially] important that I upload a [very] nice picture of myself and that I write a thorough description [of myself]. But three months time, I’ve only received one message—and from a very ugly man! So, I decided to contact men myself that I was attracted to; unfortunately, no one returned my messages. Its too bad that the “Brad Pits” and “Johnny Depps” of match.com be so difficult.

In the end, I don’t think I’ll find the man of my dreams on this dating site.”

Posté le 26/02/2012 à 22h37 par Louise_étudiantedésespérée

“Match.com is the best dating site that I’ve ever known! I recommend it to all men whoare looking for intelligent, beautiful, and fun women. But there are certain things that youhave to do: first, you have to take the time to fill out all the information [about yourself],but take care to not tell the truth. Above all, you must always say that you are younger than you are [especially for men]. And it is essential that men have “good” job [hold jobs of ‘power’] like being a lawyer or a banker; and that women have jobs like being airline stewardesses. And of course, the physical figure counts a lot. Basically, if you are perfect, youwill find what you are looking for. I did! Its just that simple!”

Posté le 29/02/2012 à 6h49 par beaugosse34



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APPENDIX C1 : SCORING KEYS AND RUBRIC(Version Française)

Scoring Key: Part 1

Vocabulary (Editing)

1. taper 6. un enregistrement

2. les touches 7. imprimer

3. la messagerie électronique 8. télécharger

4. son mot de passé 9. sauvegarder

5. sa page d’acceuil 10. une recharge

Scoring Key: Part 2 AGrammar: Conjugaison du subjontif (Multiple Choice)

1. (a) soient 6. (c)achetiez 2. (a) passez 7. (c)sachent

3. (d) apprennes 8. (b) sauvegardent

4. (c)fasse 9. (d) devienne

5. (a) ayons 10.(d) alliez

Scoring Key: Part 2 B

Grammar: Indiquez le subjontif, indicatif, infinitif (Limited Response)Suggestions des réponses possibles:

1. je veux que 6. Elle est furieuse que

2. Il faut (absolument) que 7. Je te suggère d’

3. Je crois que 8. c’est ridicule que

4. Je doute qu’ 9. es-tu certain de

5. c’est bizarre qu’ 10. il est évident que



APPENDIX C2 : SCORING KEYS AND RUBRIC (English Translation)

Scoring Key: Part 1

Vocabulary (Editing)1. type 6. a record

2. keys 7. print

3. inbox 8. download

4. password 9. save

5. homepage 10. refill

Scoring Key: Part 2 AGrammar: CHOOSE: Conjugation (Multiple Choice)

1. (a) are 6. (c) buy

2. (a)spend 7. (c) know

3. (d) learn 8. (b) save

4. (c) make 9. (d) become

5. (a) have 10.(d) go

Scoring Key: Part 2 BGrammar: INDICATE: the subjuntive, the indicative, or the infinitive (LimitedProduction)Possible responses*:

1. I want (subjtv) 6. She’s furious that (subjtv)

2. You have to (subjtv) 7. I suggest that (infinitv)

3. I don’t think (subjtv) 8. It’s ridiculous that (subjtv)

4. I doubt that (subjtv) 9. Are you certain that (infinitv)

5. It’s weird that (subjtv) 10. It’s obvious that (indictv)

*these responses do not translate into English and can therefore not be properly assessedin grammatical terms. Real usage of the subjunctive in everyday french conversation is

not at all reflected in the English translation of these responses.



APPENDIX C3 : RESPONSIVE WRITING RUBRIC

Scoring Rubric: Part 4Responsive Writing/ Extended Production

excellent Good fair poor Form/Function: (10%)

Respect of

instructions, punctuation,

spelling,mechanics

10-7.5:

Demonstratesrespect of the

instructions.

Correct use of French writing

conventions(capitals and

punctuation when

needed).

7.5-5:


instructions.

Some errors withspelling and

French writingconventions that

do not interfere

withcommunication of author’s message.

5-2.5:


instructions.

Severe errorswith spelling and

French writingconventions that

make the reading

difficult.

2.5-0:

Off topic and/or did not follow the

instructions.

Severe spelling problems.

phonetic writingthat interferes

with

communication of message.Punctuation/capit

als not present or inappropriately

used.

Vocabulary(20%)

Use of vocabularyitems and

expressionsin context.

20-15:Demonstrates

correct use of a

wide variety of vocabulary itemsand expressions as

seen in the unit.

Appropriate use of

vocabulary incontext.

15-10:Demonstrates

correct use of a

variety of vocabulary itemsand expressions as

taken from theexam.

Minor

inappropriate useof vocabulary in

context.

10-5:Demonstrates

correct use of

repeatedvocabulary itemsand expressions

strictly as takenfrom the exam

Some

inappropriate useof vocabulary in

context.

5-0:Understanding of

the meaning of

the terms used isunclear.

Vocabulary is

usedinappropriately in

context.



Grammar(30%)

ability to use

grammatical

structuresappropriately

30-22.5:Demonstrates

correct use of target forms and

ability to use

simplegrammaticalstructures related

to the topic with afew mistakes.

Mistakes do not

influencecommunication of

the intendedmessage.

22.5-15:Demonstrates

some grammar errors in using

target structures.

Mistakes do not

influencecommunication of

the intendedmessage.

15-7.5:Demonstrates

numerousgrammatical

errors.

The intended

message unclear at times.

7.5-0:Demonstrates

severegrammatical

errors.

The intended

message isincomprehensible

Content (40%)

Ability to tell

a story,describe and

give opinions

40-30:Demonstrates full

understanding of context.

Mastery of expressing

personal opinionsand complex

ideas.

Demonstratescommand of

creative languageuse (idiomatic

expressions etc)

30-20:Demonstrates

someunderstanding of

context.

Moderate masteryof expressing

personal opinionsand complex ideas.

Demonstratessome command of

creative languageuse.

20-10:Demonstrates

minimalunderstanding of

context.

Minimal masteryof formulating

and expressing personal

opinions andcomplex ideas.

Minimal creativelanguage use.

10-0: No apparent

understanding of context

demonstrated.

No formulation or expression of

personal opinions,nor complex

ideas.

No creativelanguage use.

Repeatedlinguistic

structures.



APPENDIX D: CURRENT UNIT 7 TEST

Fr104 Printemps 2011 Examen 1Nom:____________________

Mise en scène/Collage Ch.7, Kirikou et la sorcière

Test-taking Strategies: Prenez votre temps. Notez la rédaction.Lisez bien les instructions.Relisez votre travail.QUESTIONS? Posez-les!

I. COMPREHENSION ORALE.

A. Passé composé? Subjonctif? Subjonctif passé? Ecoutez les phrases etencerclez le temps approprié

(8 pts) Stratégie: Prenez des notes pendant que vous écoutez.

1. passé composé subjonctif subjonctif passé




B. Dictée : La technologie et mon grandpère. Vous entendrez la dictée trois fois.1) La première fois, écoutez. 2) La seconde, écrivez. 3) La troisième fois, relisez-vous

(=PROOFREAD). Attention à l'orthographe (=spelling ) et à la grammaire. (15 pts)

Stratégie : Avant de commencer, parcourir (=skim) la dictée pour comprendre le

contexte et pour anticiper quel vocabulaire est logique.

Hier, mon grand-père m’a dit : « Qu’est-ce que cela veut dire, ____________

? Quand j’étais jeune, ________________ n’existaient

pas - nous écrivions toujours les lettres à la main ! Si on

cherchait________________________________ il fallait aller à la bibliothèque et

.» J’ai essayé d’expliquer : « Grand-père, tu es très _______________, mais

_______________________________ la technologie

moderne ! Autrefois, on devait attendre_________________________________pour

savoir ce qui c’était passé dans le monde – mais maintenant, on peut

________________________ sur Internet tout au

long de la journée! » Il était _________ _

quand je lui ai montré __________________________ de

CNN, mais je crois qu’il préfère toujours lire .



C. Questions Personnelles: Répondez aux questions avec une phrase complète en

français.

*Prenez des notes pendant que vous écoutez. (9 pts)

1. _______________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

II. A l’écrit

A. Subjonctif ou infinitif? 1) INDIQUEZ si chaque phrase a besoin du subjonctif (S)

ou de l'infinitif (I) (mettez un S ou un I dans le blanc), et 2) RECRIVEZ la phrase(suivez le modèle). Ajoutez QUE ou DE si nécessaire ! (10 pts)

Modèle: Il désire / tu (se souvenir) de son anniversaire. S Il désire que tu te souviennesde son anniversaire.

______ 1. Il faut / les garçons (être) plus gentils !

________________________________________________________________

______ 2. Pour / Kirikou (apprendre) la vérité, il doit entreprendre une quête.

________________________________________________________________

______ 3. Mon frère veut / (étudier) le français en Afrique.

________________________________________________________________

______ 4. Il est essentiel / Kirikou (découvrir) le problème avec la source.



B. Subjonctif présent ou passé? Mettez les verbes au subjonctif présent ou au

subjonctif passé. (12 pts)

Stratégie: Lisez bien chaque phrase avant de décider.

1. La sorcière a besoin que Kirikou lui__________________ (donner) le chapeau

magique.

2. Au début, les gens du village ne pensent pas que Kirikou___________________ (être) vaillant.

3. Les femmes veulent que les hommes ____________________ (revenir) au village.

4. Il est dommage que Karaba et les fétiches ____________________ (prendre) tout l’or des villageois après l’arrivée de Kirikou.

5. Il est incroyable que Karaba et Kirikou ___________________________ (tomber)amoureux

6. A la fin, les villageois sont ravis que Kirikou _________________________ (pouvoir)sauver les enfants du village.

III. ECRIVONS! Vous voulez aller au Sénégal pour y étudier pendant un semestre. Vosparents n’en sont pas contents. Il faut les convaincre. Vous composez un email qui

contient vos arguments.

Stratégie: Before writing, organize ideas and collect vocabulary and grammatical structures you will need.

A. Avant d'écrire: Essayez de rassurer (reassure) vos parents. Pensez à trois

bonnes raisons de passer un semestre au Sénégal. **Mettez les phrases complètes ausubjonctif, au futur, ou au conditionnel. (9 pts)

Exemple: J’irai avec un groupe d’étudiants. ou Ce serait une aventure pour moi.

1. Il faut que _____________________________________________________________________

2. Il est nécessaire que______________________________________________________________

3. ??? ____________________________________________________________________________



B. Avant d'écrire: Imaginez 3 arguments possibles de vos parents. Utilisez lesubjonctif pour exprimer le doute, l'opinion, l'émotion, ou la volonté. (9 pts)

Exemple: Il est impossible que tu ne continues pas tes études ici à Chicago !

1. Nous doutons que _______________________________________________________

2. ??? __________________________________________________________________

3. Nous regrettons que _____________________________________________________

C. Ecrivons! Maintenant, écrivez 2 emails:

1. Vous voulez passer un semestre au Sénégal. Vous écrivez à vos parents pour lespersuader.2. La réponse de vos parents, qui n'aiment pas cette idée.

Utilisez toutes les informations des parties A et B. 8 phrases minimum; pensez à

la structure logique des emails. *Quelle est la conclusion? Est-ce que vos parents sontconvaincus ou pas ? (18 pts)

Mon email : Chers parents : _________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

La réponse de mes parents : Cher/Chère : ________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________



IV. Mise en scène: « Kirikou et la sorcière ». Répondez à UNE question.

Ecrivez un paragraphe (3 à 5 phrases complètes maximum) en français. (10 pts)

1. Est-ce que Kirikou est un héros stéréotypé ? Pourquoi ou pourquoi pas ?Donnez des exemples précis.2. Est-ce que Karaba a de bonnes raisons d’être méchante? Pourquoi ou

pourquoi pas ?3. Imaginez que vous êtes un villageois à la fin du film. Est-ce que vous

pardonnez Karaba ? Pourquoi ou pourquoi pas ?4. Comment est-ce le rapport entre Kirikou et les adultes change-t-il pendant

le film ? Kirikou délivre son village, mais il ne le fait pas tout seul.5. Donnez un exemple d’un personnage ou un animal qui aide Kirikou

pendant sa quête. Qu’est-ce qu’il/elle fait ?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

BONUS: + 2 pts1. Traduire : « Un enfant qui peut s’enfanter se lave tout seul. »

2. A part Kirikou, quel est votre personnage préféré? Pourquoi ?



Fr104 Spring 2011 EXAMEN 1 KEY

Please read this key carefully before administering exam. TOTAL POINTS: 100

REMIND STUDENTS TO TAKE NOTES WHILE THEY LISTEN TO ORALEXERCISES. REMIND THEM THAT THE COMPOSITION and MISE=1/2 of whole exam.

See a mistake in the exam while you’re grading ? Email me AND allother 104 TAs so I can make corrections/they can grade accordingly.

BEFORE STARTING: Read over test-taking tips with them.

Dictée : read directions aloud and give students a little time to skim the dictéebefore you read it aloud.

*MISE questions: remind them to answer only ONE of the questions. They doNOT get more credit for more.*COMPOSITION = more than 1/3 of grade. Remind them to reserve 1/3 of their time to work on it.Read through directions with them and make sure they understand that theymust use all of Avant d’écrire in the composition, that they must write 2 logicalemails, etc.

GRADING:*Give partial credit wherever possible.

I. Compréhension orale. ***Read 3 times each ONLY, do not repeat individualsentences for individual students.A. Passé composé? Subjonctif? Subjonctif passé? (8 pts = 2 pts each,right or wrong)

1. Kirikou a peur que la sorcière ne jette un sort sur lui.(subjonctif)

2. Il est vrai que Karaba et Kirikou se sont mariés à la fin du film.(passé composé)

3. Il est bizarre que Kirkou ait parlé avant de naître. (subj. passé)4. Pensez-vous que les villageois puissent être heureux maintenant ?

(subjonctif)

B. Dictée. (15 points; ½ pt per word)Read three times MAXIMUM, at a moderate speed (not excessively slowly).Do not repeat individual sentences for individual students.

Hier, mon grand-père m’a dit : « Qu’est-ce que cela veut dire, en ligne (1) ?Quand j’étais jeune, les ordinateurs (1) n’existaient pas - nous écrivions toujours



les lettres à la main ! Si on cherchait des renseignements, (1) il fallait aller à labibliothèque et poser une question ! (1.5) » J’ai essayé d’expliquer : « Grand-père, tu es très sage (.5), mais il faut que tu t’informes sur (3) la technologiemoderne ! Autrefois, on devait attendre le journal de 20 heures (2.5) pour savoir ce qui c’était passé dans le monde – mais maintenant, on peut lire les actualités

(1.5) sur Internet tout au long de la journée! » Il était curieux (.5) quand je lui aimontré la page d’accueil (1.5) de CNN, mais je crois qu’il préfère toujours lire lequotidien (1).

C. Questions personnelles: Read 3 times each ONLY. Do not repeat individualquestions for individual students. Remind them to take notes while you read. (9pts = 3 pts each. Partial credit MUST be given.)1. Pensez-vous qu’il soit possible de vivre sans les nouvelles technologies?2. Est-ce que vous préférez utiliser votre téléphone portable ou votre ordinateur pour surfer sur Internet?3. Est-ce que vous regardez souvent le journal de 20 heures? Pourquoi ou

pourquoi pas ?

II. A l’écritA. Subjonctif ou infinitif?? **Remind students to put an S or an I in the blankbefore starting sentences.(10 pts = 2.5 points per answer): ½ for correctly deciding subjunctive or infinitive, two (2) for correctly rewriting the sentence. Partial credit possible.

B. Subjonctif présent ou passé? (12 pts = 2 points each): 1 pt for correct présent ou passé, 1 for spelling. Partial

credit possible.

III. Ecrivons! **Remind students that they must do all parts carefully, and thatthey must include all the information from A and B in the dialogue they write.Partial credit possible.

A. 3 points each sentence: Must use subjunctive, future, or conditional, must belogical given context. (9 pts) B. 3 points each sentence. Must use subjunctive, must be logical given context.(9 pts) C. 2 emails: MUST USE ALL INFORMATION FROM A, B. MUST BE LOGICAL.(18 pts)

DO NOT TAKE OFF POINTS again for mistakes they already made in A andrepeat here.

IV. Mise en scène: Kirikou et la sorcière. Students choose ONE ONLY of thetopics. (10 pts) Grade more for content than for grammar here. Otherwise, same gradingrules as for composition: e.g.7/10=70%, C-So here you will need to take off half-points if you want to give an A or B.



GRADING COMPOSITIONS ON QUIZZES:Before assigning any grades, skim through all compositions to get an idea of thegeneral level of the class.First, separate into piles of

Excellent, Good, Average, Weak, Unacceptable A B C D F

• THEN read each composition carefully.• Remember that students did not have access to a dictionary and had a

limited amount of time.• Remember that on this exam the composition is worth 18 points.• First decide on a letter grade (e.g. GOOD, so B, high, medium, or low),

then work out the number of points you have to take off to get that grade. • To get the student’s grade on the composition, divide the points you give

the student by 27 (total number of points possible).• So if you take off 4 pts, the student has 14/18, or 78%, a high C.• If you take off 7 pts the student has 11/18 (=61%), a low D (very poor

work).QUESTIONS? TALK TO JESSICA OR DR. WEBER.



APPENDIX E : Collage: Chapitre 7: Les medias et la technologie

Documents

The Test FINALcopyFR104ReseauxSociauxSubjontif