Test Information Guide

Field 28: Spanish
Written Expression

The following materials contain:

Sample Test Directions for Written Expression Assignment

This section of the test consists of a writing assignment to which you must respond in the target language. A list of suggestions is provided to help direct your writing for the assignment. It is not necessary that you cover every point on the list, nor are you limited in your response to those points indicated. You are, however, required to write about the general assignment that you are given, and part of your score will be based on the degree to which you elaborate on the assignment by addressing either the suggested points or points of your choosing.

You may use the erasable notebooklet to make notes, write an outline, or otherwise prepare your response. However, your final response to each assignment must be typed in the response box provided for the assignment.

Your response to the assignment will be evaluated according to the following criteria:

Be sure to write about the assigned topic and use MULTIPLE PARAGRAPHS. You may not use any reference materials during the test. 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 written response.

Description of a Written Expression Assignment

The candidate is required to produce a well-organized written response in the target language in response to a prompt. Each assignment will specify a particular type of written product (e.g., a letter, a narrative description, etc.) and an audience for whom the written product is intended. The candidate is expected to demonstrate the ability to communicate in an appropriate register, using a range of vocabulary, idiomatic expressions, and simple and complex linguistic structures, and displaying cultural knowledge and sensitivity.

An example of a sample written expression assignment is provided in the Spanish practice test PDF opens in a new window..

Scoring Rubric

Performance Characteristics

The following characteristics guide the scoring of responses to the written expression assignment.

Table outlining performance characteristics.
Purpose The extent to which the objective of the assignment is achieved and the appropriateness of the response for the intended audience.
Coherence Organization and clarity of ideas.
Content Development of ideas and relevance of supporting details.
Grammar Accuracy of grammatical forms and syntax.
Vocabulary Command of vocabulary and idiomatic expressions.
Mechanics Accuracy of spelling, diacritical marks, and punctuation.

Scoring Scale

The scoring scale below, which is related to the performance characteristics for the tests, is used by scorers in assigning scores to responses to the written expression assignment.

Score Scale with description for each score point.
Score Point Score Point Description
4 The "4" response reflects a thorough application and strong command of the performance characteristics for the written assignment.
  • The response thoroughly fulfills the purpose of the written assignment and is completely appropriate for the intended audience.
  • The candidate's ideas are well organized and clearly expressed.
  • Ideas are extensively developed and well-supported with relevant information.
  • The response shows a comprehensive command of syntax and grammar, with only minor errors that do not interrupt communication.
  • Vocabulary reflects a broad command of the language and appropriate use of idiomatic expressions.
  • Spelling, diacritical marks, and punctuation are mastered, with few, if any, errors.
3 The "3" response reflects an adequate application and satisfactory command of the performance characteristics for the written assignment.
  • The response satisfactorily fulfills the purpose of the written assignment and is generally appropriate for the intended audience.
  • The candidate's ideas show some organization and are generally clear.
  • Ideas are adequately developed with some elaboration and support of specific points.
  • The response shows a good command of syntax and grammar, though some errors may cause minor interruptions in communication.
  • Vocabulary and idiomatic expressions are general, but adequate for communicating a complete message.
  • There are minor errors in spelling, diacritical marks, and punctuation that do not interfere with communication.
2 The "2" response reflects a partial application and limited command of the performance characteristics for the written assignment.
  • The response partially fulfills the purpose of the written assignment and may not be entirely appropriate for the intended audience.
  • The candidate's ideas show limited organization and are somewhat unclear.
  • Ideas are developed in a limited way with minimal support.
  • The response shows a limited command of syntax and grammar, with frequent errors that partially impede communication of ideas.
  • Vocabulary is simple and lacks key words and expressions but is sufficient for communicating a partial message.
  • There are some errors in spelling, diacritical marks, and punctuation, which partially interfere with communication.
1 The "1" response reflects an inadequate application and a lack of command of the performance characteristics for the written assignment.
  • The response fails to fulfill the purpose of the written assignment and is inappropriate for the intended audience.
  • The candidate's ideas are unorganized and unclear.
  • Ideas are developed minimally, if at all, and lack any relevant supporting detail.
  • The response shows little command of basic elements of grammar or syntax, with numerous and frequent errors that impede communication.
  • Vocabulary is not adequate for communicating a complete message, with word usage errors and misformations that impede communication.
  • Errors in spelling, diacritical marks, and punctuation are so numerous that they impede communication.
U The response is unrelated to the assigned topic, illegible, not written in the required language, not of sufficient length to score, or merely a repetition of the assignment.
B There is no response to the assignment.