French CLEP pdf

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Test InformationGuide:College-LevelExaminationProgram®

2011-12

French Language

© 2011 The College Board. All rights reserved. College Board, College-Level ExaminationProgram, CLEP, and the acorn logo are registered trademarks of the College Board.

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CLEP TEST INFORMATIONGUIDE FOR FRENCH LANGUAGE

History of CLEP

Since 1967, the College-Level Examination Program(CLEP) has provided over six million people withthe opportunity to reach their educational goals.CLEP participants have received college credit forknowledge and expertise they have gained throughprior course work, independent study, or work andlife experience.

Over the years, the CLEP examinations have evolvedto keep pace with changing curricula and pedagogy.Typically, the examinations represent material taughtin introductory college-level courses from all areasof the college curriculum. Students may choose from34 different subject areas in which to demonstratetheir mastery of college-level material.

Today, more than 2,900 colleges and universitiesrecognize and grant credit for CLEP.

Philosophy of CLEP

Promoting access to higher education is CLEP’sfoundation. CLEP offers students an opportunity todemonstrate and receive validation of theircollege-level skills and knowledge. Students whoachieve an appropriate score on a CLEP exam canenrich their college experience with higher-levelcourses in their major field of study, expand theirhorizons by taking a wider array of electives, andavoid repetition of material that they already know.

CLEP Participants

CLEP’s test-taking population includes people of allages and walks of life. Traditional 18- to 22-year-oldstudents, adults just entering or returning to school,homeschoolers, and international students who needto quantify their knowledge have all been assisted byCLEP in earning their college degrees. Currently,58 percent of CLEP’s test-takers are women and52 percent are 23 years of age or older.

For over 30 years, the College Board has worked toprovide government-funded credit-by-examopportunities to the military through CLEP. Militaryservice members are fully funded for their CLEP examfees. Exams are administered at military installationsworldwide through computer-based testing programs

and also — in forward-deployed areas — throughpaper-based testing. Approximately one-third of allCLEP candidates are military service members.

2010-11 National CLEP Candidates by Age*

These data are based on 100% of CLEP test-takers who responded to this survey question during their examinations.

*

Under 189%

18-22 years39%

23-29 years22%

30 years and older30%

2010-11 National CLEP Candidates by Gender

41%

58%

Computer-Based CLEP Testing

The computer-based format of CLEP exams allowsfor a number of key features. These include:

• a variety of question formats that ensure effectiveassessment

• real-time score reporting that gives students andcolleges the ability to make immediate credit-granting decisions (except for EnglishComposition with Essay and, beginning July 2010,College Composition, which require facultyscoring of essays twice a month)

• a uniform recommended credit-granting score of50 for all exams

• “rights-only” scoring, which awards one point percorrect answer

• pretest questions that are not scored but providecurrent candidate population data and allow forrapid expansion of question pools

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CLEP Exam Development

Content development for each of the CLEP examsis directed by a test development committee. Eachcommittee is composed of faculty from a widevariety of institutions who are currently teachingthe relevant college undergraduate courses. Thecommittee members establish the test specifications,based on feedback from a national curriculumsurvey; recommend credit-granting scores andstandards; develop and select test questions; reviewstatistical data; and prepare descriptive material foruse by faculty (Test Information Guides) and studentsplanning to take the tests (CLEP Official Study Guide).

College faculty also participate in CLEP in otherways: they convene periodically as part ofstandard-setting panels to determine therecommended level of student competency for thegranting of college credit; they are called upon towrite exam questions and review forms; and theyhelp to ensure the continuing relevance of the CLEPexaminations through the curriculum surveys.

The Curriculum Survey

The first step in the construction of a CLEP exam isa curriculum survey. Its main purpose is to obtaininformation needed to develop test contentspecifications that reflect the current collegecurriculum and recognize anticipated changes in thefield. These surveys of college faculty are conductedin each subject every three to five years dependingon the discipline. Specifically, the survey gathersinformation on:

• the major content and skill areas covered in theequivalent course, and the proportion of the coursedevoted to each area

• specific topics taught and the emphasis given toeach topic

• specific skills students are expected to acquire andthe relative emphasis given to them

• recent and anticipated changes in course content,skills, and topics

• the primary textbooks and supplementary learningresources used

• titles and lengths of college courses thatcorrespond to the CLEP exam

The Committee

The College Board appoints standing committees ofcollege faculty for each test title in the CLEP battery.Committee members usually serve a term of up tofour years. Each committee works with contentspecialists at Educational Testing Service to establishtest specifications and develop the tests. Listedbelow are the current committee members and theirinstitutional affiliations.

Nabil BoudraaChair

Oregon State University

John Moran New York University

Stuart Smith Austin Community College

The primary objective of the committee is to producetests with good content validity. CLEP tests must berigorous and relevant to the discipline and theappropriate courses. While the consensus of thecommittee members is that this test has high contentvalidity for a typical French Language course or setof courses, the validity of the content for a specificcourse is best determined locally through carefulreview and comparison of test content withinstructional content covered in a particular courseor set of courses.

The Committee Meeting

The exam is developed from a pool of questionswritten by committee members and outside questionwriters. All questions that will be scored on a CLEPexam have been pretested; those that pass a rigorousstatistical analysis for content relevance, difficulty,fairness, and correlation with assessment criteria areadded to the pool. These questions are compiled bytest development specialists according to the testspecifications, and presented to all the committeemembers for a final review. Before convening at atwo- or three-day committee meeting, the membershave a chance to review the test specifications andthe pool of questions available for possible inclusionin the exam.

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At the meeting, the committee determines whetherthe questions are appropriate for the test and, if not,whether they need to be reworked and pretestedagain to ensure that they are accurate andunambiguous. Finally, draft forms of the exam arereviewed to ensure comparable levels of difficultyand content specifications on the various test forms.The committee is also responsible for writing anddeveloping pretest questions. These questions areadministered to candidates who take the examinationand provide valuable statistical feedback on studentperformance under operational conditions.

Once the questions are developed and pretested,tests are assembled in one of two ways. In somecases, test forms are assembled in their entirety.These forms are of comparable difficulty and aretherefore interchangeable. More commonly,questions are assembled into smaller, content-specificunits called testlets, which can then be combined indifferent ways to create multiple test forms. Thismethod allows many different forms to be assembledfrom a pool of questions.

Test Specifications

Test content specifications are determined primarilythrough the curriculum survey, the expertise of thecommittee and test development specialists, therecommendations of appropriate councils andconferences, textbook reviews, and other appropriatesources of information. Content specifications takeinto account:

• the test’s purpose

• the intended test-taker population

• the titles and descriptions of courses the test isdesigned to reflect

• the specific subject matter and abilities to be tested

• the length of the test, types of questions, andinstructions to be used

Recommendation of the AmericanCouncil on Education (ACE)

The American Council on Education’s CollegeCredit Recommendation Service (ACE CREDIT)has evaluated CLEP processes and procedures fordeveloping, administering, and scoring the exams.Effective July 2001, ACE recommended a uniformcredit-granting score of 50 across all subjects, withthe exception of four-semester language exams,which represents the performance of students whoearn a grade of C in the corresponding collegecourse.

The American Council on Education, the majorcoordinating body for all the nation’s higher educationinstitutions, seeks to provide leadership and a unifyingvoice on key higher education issues and to influencepublic policy through advocacy, research, and programinitiatives. For more information, visit the ACECREDIT website at www.acenet.edu/acecredit.

CLEP Credit Granting

CLEP uses a common recommended credit-grantingscore of 50 for all CLEP exams.

This common credit-granting score does not mean,however, that the standards for all CLEP exams arethe same. When a new or revised version of a test isintroduced, the program conducts a standard settingto determine the recommended credit-granting score(“cut score”).

A standard-setting panel, consisting of 15–20 facultymembers from colleges and universities across thecountry who are currently teaching the course, isappointed to give its expert judgment on the levelof student performance that would be necessaryto receive college credit in the course. The panelreviews the test and test specifications and definesthe capabilities of the typical A student, as well asthose of the typical B, C, and D students.* Expectedindividual student performance is rated by eachpanelist on each question. The combined average ofthe ratings is used to determine a recommendednumber of examination questions that must beanswered correctly to mirror classroom performanceof typical B and C students in the related course. Thepanel’s findings are given to members of the testdevelopment committee, who make a finaldetermination, with the help of Educational TestingService and College Board content and psychometricspecialists, about which raw score is equivalent to Band C levels of performance.

*Student performance for the language exams (French, German, and Spanish) isdefined only at the B and C levels.

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French Language

Description of the Examination

The French Language examination is designed tomeasure knowledge and ability equivalent to that ofstudents who have completed two to four semestersof college French language study. It focuses onskills typically acquired from the end of the firstyear through the second year of college study;material taught during both years is incorporatedinto a single exam.

The examination contains approximately121 questions to be answered in 90 minutes.Some of these are pretest questions that will notbe scored. There are three separately timed sections.The three sections are weighted so that eachquestion contributes equally to the total score. Anytime candidates spend on tutorials or providingpersonal information is in addition to the actualtesting time.

Most colleges that award credit for the FrenchLanguage examination award either two or foursemesters of credit, depending on the candidate’sscore on the exam.

Knowledge and Skills Required

Candidates must demonstrate their ability tounderstand spoken and written French. The CLEPFrench Language examination tests their listeningand reading skills through the various types ofquestions listed below. The percentages indicatethe approximate percentage of exam questionsdevoted to each type of question.

15% Section I:Listening: RejoindersListening comprehension: choosing the

best responses to short spoken prompts

25% Section II:Listening: Dialogues and NarrativesListening comprehension: choosing the

answers to questions based on longerspoken selections

60% Section III:Reading10% Part A. Discrete sentences

(vocabulary and structure)20% Part B. Short cloze passages

(vocabulary and structure)30% Part C. Reading passages and

authentic stimulus materials(reading comprehension)

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F R E N C H L A N G U A G E

Sample Test Questions

The following sample questions do not appear onan actual CLEP examination. They are intended togive potential test-takers an indication of the formatand difficulty level of the examination and toprovide content for practice and review. Knowingthe correct answers to all of the sample questionsis not a guarantee of satisfactory performance onthe exam.

Sections I and II: Listening

All italicized material in Section I and Section IIrepresents what you would hear on an actual testrecording. This material does not appear on thescreen. During the actual test, you can change thevolume by using the Volume testing tool. The audioportions of the Listening sections of the test willbe presented only one time.

Directions for Section I: You will hear shortconversations or parts of conversations. You willthen hear four responses, designated (A), (B), (C),and (D). After you hear the four responses, clickon the lettered response oval that most logicallycontinues or completes the conversation. You willhave 10 seconds to choose your response beforethe next conversation begins. When you are readyto continue, click on the Dismiss Directions icon.

1. (Man) Je viens de commencer à jouer dans unpetit orchestre et je me sens un peu perdu.

(Woman)

(A) Ça viendra, il faut essayer d’être patient.(B) J’espère que tu le trouveras bientôt.(C) Moi non plus, je n’ai pas aimé ce concert.(D) De quel instrument joue-t-il?

2. (Woman A) J’aimerais bien aller dans le parcavec toi, mais il me faut faire des courses. Àquelle heure voudrais-tu y aller?

(Woman B)

(A) J’ai passé des heures et des heures dansle parc.

(B) J’ai fait toutes mes courses en unedemi-heure.

(C) Vers trois heures; tu pourrais faire tescommissions avant.

(D) Vers la fin de l’après-midi, quand il n’y aplus autant de monde au marché.

3. (Man) Où as-tu passé tes vacances l’annéedernière?

(Woman)

(A) Je préfère les vacances d’été.(B) Je suis allée en Angleterre.(C) J’ai passé l’examen d’entrée.(D) Je veux y aller l’année prochaine.

4. (Man) Tu as perdu ta montre? Est-ce qu’elleétait précieuse?

(Woman)

(A) Non, tu n’y perdras pas grand chose.(B) Non, ces bracelets sont très bon marché.(C) Oui, tu peux me la montrer.(D) Oui, c’était un cadeau de ma tante.

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5. (Man A) Écoute, Jean-Pierre, il faut que tuconduises très prudemment ce matin à causede la pluie.

(Man B)

(A) Rassure-toi, papa, je vais faire attention.(B) Je te promets, papa, je vais rentrer avant

minuit.

(C) Sa conduite me gêne, moi aussi.(D) Dommage qu’on n’ait pas de pluie; tout est

si sec.

6. (Man) Dis, tu as vu mes lunettes quelque part?Ça fait vingt minutes que je les cherche.

(Woman)

(A) Vingt minutes? Mais c’est trop peu, ça!(B) Oui, mes lunettes sont dans ma poche.(C) Mais voyons, gros bêta, tu les portes sur

le nez!

(D) Oui, tu as raison, ça dure au moins vingtminutes.

7. (Woman B) Marie, nous allons au cinémademain. Veux-tu venir avec nous?

(Woman A)

(A) Mes parents aiment beaucoup les filmsde Truffaut.

(B) Je dois m’occuper de mon petit frère.(C) Le cinéma est très important en France.(D) C’est vrai, vous y allez avec elle.

8. (Man A) J’ai perdu mon portefeuille. Peux-turégler l’addition? Je te rembourserai ma tassede café demain.

(Man B)

(A) Où est ton portefeuille?(B) Mais oui, sans problème.(C) Qu’est-ce que tu fais au café?(D) La mienne est dans ma poche.

9. (Man) Je viens de passer un examen difficile.J’ai presque peur de voir ma note.

(A) Oui, on t’a donné une note.(B) Moi, je suis passé par la banque.(C) Ne t’inquiète pas; ça ira bien.(D) Tu ne vas pas chez lui?

10. (Woman) Ouf ! Quel repas copieux ! Je n’enpeux plus.

(A) Ça ne m’étonne pas, ce n’était pas trèsoriginal.

(B) Eh bien, essaie de nouveau, tu réussiras laprochaine fois.

(C) Les portions servies dans ce restaurant sonttoujours énormes.

(D) L’essentiel, c’est de ne pas se presser.

11. (Woman A) Je cherche un chemisier qui va bienavec ma jupe verte.

(Woman B)

(A) Allons tout de suite au rayon homme.(B) Quelle est votre pointure?(C) Cet article en soie fera l’affaire.(D) Voulez-vous essayer ces pantoufles?

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Directions for Section II: You will hear a seriesof selections, such as dialogues, announcements,and narratives. As each selection is playing, youwill see a picture or a screen that says “ListenNow.” Only after the entire selection has playedwill you be able to see the questions, which willappear one at a time. Each selection is followedby one or more questions, each with four answerchoices. You will have a total of 8 minutes toanswer all the questions in this section. Note:The timer is activated only when you areanswering questions. After you read the questionand the four responses, click on the response ovalnext to the best answer. Then, click NEXT to goon. In this section, you may adjust the volumeonly when a question is on your screen. It willaffect the volume of the next audio prompt youhear. You cannot change the volume while theaudio prompt is playing. When you are ready tocontinue, click on the Dismiss Directions icon.

Sélection numéro 1

Allo, Charles? Oui, c’est moi, Mme. Dumas.J’attends un taxi; le rendez-vous vient de seterminer. Oui, tout s’est très bien passé. Je crois bienqu’ils signeront le contrat avant peu. Quandj’arriverai au bureau, pourriez-vous me préparerleur dossier? Je veux y jeter un dernier coup d’oeil.Y a-t-il d’autres messages? Quinze? Bon, je m’enoccuperai dès mon arrivée. Si M. LeBrun arriveavant moi, demandez-lui de m’attendre; je netarderai pas. Mais où sont tous les taxis!?

12. Avec qui Madame Dumas parle-t-elle?

(A) Son mari(B) Son fils(C) Son patron(D) Son assistant

13. À quel moment de la journée de travail, cetteconversation a-t-elle eu lieu?

(A) Au début(B) À la fin(C) Au milieu(D) Juste avant la fin

14. Quelle expression décrit le mieux le travail deMadame Dumas?

(A) Exigeant(B) Peu stressant(C) À mi-temps(D) Col-bleu

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(Narrator) Sélection numéro 2. Deux personnesse parlent.

(Man) Quel est votre emploi, Madame Robitaille?

(Woman) Ingénieur-chimiste, monsieur,chez Cresson.

(Man) Pourquoi voulez-vous changer de compagnie?

(Woman) Je préfère ne plus travailler pourune grande entreprise. Je voudrais avoir plus deresponsabilités.

15.

16.

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(Narrator) Sélection numéro 3. Écoutez un bulletinmétéo.

(Man) Région parisienne—En matinée, le cielrestera couvert et les pluies seront abondantes.Dans l’après-midi, poussés par un vent d’ouest puisde nord-ouest assez violent, les nuages vont sedégager par moment, laissant passer un peu desoleil, mais il fera plus frais.

17.

18. Comment la température évoluera-t-elle dansl’après-midi?

(A) Il va faire plus chaud.(B) Il va faire plus froid.(C) La température va rester constante.(D) La température va augmenter, puis baisser.


(Narrator) Sélection numéro 4. Un événementimprévu.

(Woman) Eh bien voilà, monsieur l’agent. Je faisaistranquillement les vitrines lorsqu’un inconnu s’estapproché de moi.

(Man) Bon. Et après, madame, continuez . . .

(Woman) Alors l’homme m’a bousculée et puis ils’est sauvé. C’est à ce moment-là que je me suisrendu compte que mon porte-monnaie avait disparu.

(Man) Asseyez-vous là, madame, et signez votredéposition.

19. Qui parle?

(A) Un policier et une femme.(B) Un homme et sa femme.(C) Un assureur et sa cliente.(D) Un étranger et une vendeuse.

20. Où cette conversation a-t-elle lieu?

(A) Dans une agence d’assurances.(B) Dans un bureau des objets trouvés.(C) Dans un commissariat de police.(D) Dans un bureau de poste.

21. De quoi s’agit-il?

(A) D’un achat.(B) D’un vol.(C) D’une arrestation.(D) D’un accident.

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(Narrator) Sélection numéro 5. Le ministre faitune visite.

(Woman) Le ministre de l’Éducation Nationale,accompagné de son épouse, est arrivé ce matindans notre ville où il assistera à l’inauguration dunouveau lycée. Il a été accueilli à sa descented’avion par monsieur le maire ainsi que par ungroupe de jeunes élèves qui ont remis à la femmedu ministre un beau bouquet de fleurs.

22. Avec qui le ministre est-il arrivé?

(A) Avec le maire.(B) Avec ses filles.(C) Avec des enfants.(D) Avec sa femme.

23. Pourquoi le ministre est-il venu?

(A) Pour passer ses vacances.(B) Pour un concours d’aviation.(C) Pour une exposition de fleurs.(D) Pour l’ouverture d’une école.


(Narrator) Sélection numéro 6. Au petit déjeuner.

(Man) Oh! Tu as vu ça, Diane? Le vent a renversé legrand arbre près du garage! Et je n’ai rien entendude la nuit!

(Woman) Mais Roland . . . comment se fait-il?Comme toi, j’ai dormi sans rien entendre.

(Man) Et le plus grave, c’est qu’il bloque la sortiedu garage. Il faut que je dégage ça tout de suite.

(Woman) Oui. Je vais téléphoner à ton patron pourlui expliquer la situation exacte et pour lui dire depatienter.

(Man) Bonne idée. Dis-lui que je ne serai pas làavant midi.

24. Que s’est-il passé?

(A) La voiture est rentrée dans un arbre.(B) La voiture a été volée.(C) Un arbre est tombé devant le garage.(D) L’homme vient de couper un arbre.

25. Quand l’événement a-t-il eu lieu?

(A) Pendant la nuit.(B) La veille.(C) Vers midi.(D) Pendant le petit déjeuner.

26. Qu’est-ce que la femme va dire au patron deson mari?

(A) Que son mari s’est réveillé très tard.(B) Que son mari ne pourra plus aller à

son travail.(C) Que son mari s’est gravement blessé.(D) Que son mari va être en retard.

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(Narrator) Deux amis discutent des projets devoyages:

(Woman) Eh bien, Marcel, j’ai entendu dire que tuvas en Chine? Quel est le but de ce voyage?

(Man) J’ai simplement besoin de changer d’air.

(Woman) J’ai entendu dire que les jeunes là-basvont partout à vélo.

(Man) C’est génial. Penses-tu, Claudette, comme çaje dépenserai beaucoup moins en transport.

(Woman) Tu vas pouvoir te passer de tonordinateur?

(Man) Je me débrouillerai, bien sûr. Il n’y a pas queça dans la vie.

27. Pourquoi Marcel va-t-il en Chine ?

(A) Pour s’acheter un vélo à bon marché(B) Pour quitter sa routine et visiter un

autre pays(C) Pour s’acheter un nouvel ordinateur(D) Pour rechercher les moyens de transports

là-bas

28. Pourquoi Marcel sera-t-il content de faire duvélo en Chine ?

(A) Cela lui donnera l’air d’être jeune.(B) Il a besoin d’être en plein air.(C) Cela lui coûtera moins cher.(D) Il pourra mieux voir le pays.

29. Est-ce que Marcel se servira de son ordinateurpendant son voyage ?

(A) Oui, il le mettra dans sa valise.(B) Non, il peut survivre sans ordinateur.(C) Oui, parce qu’il faut toujours être branché.(D) Non, il a peur d’un virus.

Section III: Reading

Directions for Part A: Each incompletestatement is followed by four suggestedcompletions. Select the one that is best in eachcase by clicking on the corresponding oval. Whenyou have decided on your answer, click NEXT togo on. When you are ready to continue, click onthe Dismiss Directions icon.

30.

31. Dans les restaurants chics, on n’utilise pas de------- en papier.

(A) ceintures(B) serrures(C) serveuses(D) serviettes

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32. Il vaudrait mieux que vous ------- à l’heure.

(A) rentrez(B) finissez(C) soyez(D) partez

33.

34. Vous cherchez Madame Lemierre? Vous latrouverez à l’étage -------.

(A) au-dessus(B) par-dessus(C) au-delà(D) par delà

35. ------- avoir entendu la nouvelle, Martine estrentrée chez elle de toute urgence.

(A) En(B) Pour(C) Après(D) Car

36. Voilà toutes les robes qu’on nous a -------.

(A) donné(B) donnée(C) donnés(D) données

37.

38. Dans les années soixante, il y a eu beaucoup------- dans les rues.

(A) de démonstrations(B) de manifestations(C) d’allocations(D) d’organisations

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Directions for Part B: In each of the followingparagraphs, there are blanks indicating that wordsor phrases have been omitted. As you go throughthe questions, the computer will highlight eachblank, one at a time. When a blank is shaded,four completions are provided. First, read throughthe entire paragraph. Then, for each blank,choose the completion that is most appropriate,given the context of the entire paragraph. Clickon the corresponding oval. Click NEXT to go on.When you are ready to continue, click on theDismiss Directions icon.

Questions 39–49

39.

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40.

41.

16


42.

43.

17


44.

45.

18


46.

47.

19


48.

49.

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Questions 50–56

Quand j’étais petite fille, nous avons (50) enHaïti pendant un an. Comme nous venions du nord,c’était un grand changement de se trouver dans un

(51) chaud. Aller à la plage en février! Quil’ (52) cru? En fait, c’était toute une aventure pourune petite fille. J’ai appris à parler un peu le créole,la langue de ce pays. Notre domestique nous (53)des mets typiques, (54) que le «riz et pois» Avecmon frère et mes soeurs, on grignotait des cannes àsucre qui étaient meilleures que les bonbons. Maisce qui était le plus impressionnant, c’était la façon

(55) les femmes portaient leurs affaires. Elles netenaient rien dans les bras mais portaient tout sur latête dans d’immenses paniers. Elles pouvaientmarcher des kilomètres sans rien (56) tomber!

50. (A) conduit(B) habité(C) déménagé(D) emménagé

51. (A) pays(B) temps(C) paysage(D) siècle

52. (A) aura(B) aurait(C) a(D) ait

53. (A) préparait(B) fixait(C) brûlait(D) fabriquait

54. (A) même(B) tels(C) tant(D) bien

55. (A) de qui(B) que(C) qui(D) dont

56. (A) fait(B) faire(C) ayant fait(D) faisant

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Directions for Part C: Read the followingselections. Each selection is followed by one ormore questions or incomplete statements. Foreach question, select the answer or completionthat is best according to the selection. Click onthe corresponding oval. Click on NEXT to go on.When you are ready to continue, click on theDismiss Directions icon.

Questions 57–59

L’été dernier, j’ai revisité la maison de monenfance. La dernière fois que je l’avais vue, c’étaitpour l’enterrement de ma mère alors que j’étaisencore à l’université à Paris. Pendant les dix ans quis’étaient écoulés depuis lors, elle n’avait guèrechangé. Elle était là, éclatante de blancheur, parmiles vignobles qui couvraient les coteaux à perte devue. Au loin, très loin, on pouvait apercevoir leclocher du village voisin.

57. Quand l’auteur a-t-il perdu sa mère?

(A) À l’âge de dix ans(B) Quand il était adolescent(C) Au cours de ses études(D) Au début de sa carrière

58. Où l’auteur a-t-il passé son enfance?

(A) À la campagne(B) À Paris(C) Au bord de la mer(D) En haute montagne

59. D’après ce passage, la maison est située dans unpays où l’on fait surtout

(A) du cidre(B) du vin(C) du fromage(D) des saucisses

Question 60

60. Cette annonce vous intéresserait si vous désiriezacheter

(A) des jouets(B) des livres(C) des pommes(D) des poissons

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Questions 61–64

Les Français sont aujourd’hui conscients que lesmédias sont des entreprises commerciales, dont lavocation n’est pas de servir toute la population,mais d’accroître leur audience et leurs recettespublicitaires. La qualité de leur contenu et lavéracité de l’information qu’ils délivrent ont étéprogressivement mises en doute.

La mise en oeuvre du nouveau paysageaudiovisuel au début des années 80 n’est pasétrangère à cette perte de crédibilité. Libérée d’unepartie des contraintes du passé, la télévision ne sedonne presque plus de mission éducatrice ouculturelle. Guidée par les résultats des sondages, elles’efforce de flatter les attentes des Français enfaisant couler l’émotion à flots dans les émissions devariétés, les Reality shows, et autres programmespopulaires.

Les Français ont de plus en plus de doutes àpropos de l’influence des médias sur lefonctionnement de la démocratie. Si les enquêtesdes médias permettent parfois de faire éclater lavérité, il arrive qu’elles troublent la séréniténécessaire au fonctionnement de la justice eninstruisant les procès devant l’opinion en mêmetemps qu’ils ont lieu devant les juges ou mêmeantérieurement.

61. D’après le texte, les Français savent que le butprincipal des médias en France est

(A) de renseigner le public(B) de présenter des nouveautés(C) de gagner de l’argent(D) d’influencer l’opinion public

62. En ce qui concerne les médias, le public devientde plus en plus

(A) favorable(B) fasciné(C) silencieux(D) sceptique

63. D’après les sondages, la majorité destéléspectateurs aimerait que la télévision

(A) augmente le nombre d’émissionssentimentales

(B) multiplie les émissions culturelles(C) reprenne son rôle d’autrefois(D) limite le nombre d’émissions violentes

64. D’après le texte, quel est l’effet des médias sur letravail des juges?

(A) Ils le rendent inutile.(B) Ils le facilitent.(C) Ils l’accélèrent.(D) Ils le compliquent.

Questions 65–66

65. Qu’est-ce qu’on offre dans cette annonce?

(A) Des chambres d’hôtel avec cuisine(B) Un voyage pour deux à St. Mandrier(C) Des appartements en bord de mer(D) Un stage de sports variés

66. Pourquoi écririez-vous à Méditerranée Holidays?

(A) Pour réserver des chambres(B) Pour obtenir des renseignements(C) Pour louer un appartement(D) Pour vous abonner à un magazine

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Questions 67–71

Tout à sa contemplation, Mona Lisa, appeléeaussi la Joconde, n’a, comme d’habitude, rien vu nientendu. Pendant ce temps, les gardiens du Louvrefont triste mine et les conservateurs s’arrachent lescheveux. Dimanche après-midi, «Le chemin deSèvre», un tableau du peintre Camille Corot(1796-1875), a été volé. Sur le pan de mur qu’iloccupait depuis 1902, au lieu d’un coin decampagne, ne subsistent que le cadre et la vitre deprotection destinée à préserver l’oeuvre. Alertée, ladirection a aussitôt fermé les portes du musée pourtoute la journée, retenant ainsi 10 000 visiteurs dansses murs. Chacun a dû, pour sortir, se prêter à unefouille minutieuse, ce qui n’a pas manqué desusciter quelques commentaires acerbes, voireindignés. Hélas, la petite toile, 34 cm sur 49 cm, estrestée introuvable. Une enquête a été ouverte par lasection objets d’art de la brigade de répression dubanditisme. Les prix des tableaux de Corot,lorsqu’ils sont vendus aux enchères, peuvent varierentre 4 200 francs et 6,43 millions de francs, selonla taille et la qualité de la toile. Derrière sa prisonde plexiglas, Mona Lisa défie, elle, le temps quipasse, en souriant pour l’éternité aux hordes detouristes pressés.

67. Dans le passage, il s’agit du vol d’un tableau et

(A) des moyens de le préserver(B) de sa récente vente aux enchères(C) de la malhonnêteté des visiteurs du musée(D) de la tentative d’appréhender le voleur

68. Que sait-on du tableau de Corot «Le chemin deSèvres»?

(A) C’est le chef-d’oeuvre du peintre.(B) Il représentait une scène rustique.(C) Il vaut plusieurs millions de francs.(D) Il a dû être peint entre 1875 et 1902.

69. La direction du Louvre a été obligée deconsidérer chaque visiteur comme

(A) suspect(B) indifférent(C) curieux(D) pressé

70. D’après le passage, on peut supposer que ce quia facilité le vol, c’est

(A) l’évidente négligence des conservateurs(B) la taille relativement modeste du tableau(C) l’absence complète de mesures sécuritaires(D) le nombre et l’attitude des visiteurs

71. La conclusion qu’on peut tirer de ce reportage,c’est que le tableau volé

(A) sera recouvré à l’occasion d’une vente auxenchères

(B) n’a pas subi de dommages graves(C) se trouve toujours au Louvre(D) semble avoir totalement disparu

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Questions 72–73

72. Quel avantage offre la carte?

(A) On peut voyager sans réservation.(B) On paie le voyage moins cher.(C) On peut voyager gratuitement pendant un an.(D) On voyage plus loin et plus vite.

73. La carte est valable pour

(A) le train uniquement(B) le TGV uniquement(C) le train et l’avion(D) le train, l’avion et la voiture

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Study Resources

Most textbooks used in college-level Frenchlanguage courses cover the topics in the outlinegiven earlier, but the approaches to certain topicsand the emphases given to them may differ. Toprepare for the French Language exam, it isadvisable to study one or more college textbooks,which can be found in most college bookstores.When selecting a textbook, check the table ofcontents against the knowledge and skills requiredfor this test.

Besides studying basic vocabulary, you shouldunderstand and be able to apply the grammaticalprinciples that make up the language. To improveyour reading comprehension, read passages fromtextbooks, short magazine or newspaper articles, orother printed material of your choice. To improveyour listening comprehension, seek opportunities tohear the language spoken by native speakers and toconverse with native speakers. French CDs and tapesare available in many libraries. Take advantage ofopportunities to join organizations with French-speaking members, to attend French movies, or tohear French-language radio broadcasts.

Visit www.collegeboard.org/clepprep for additionalFrench resources. You can also find suggestions forexam preparation in Chapter IV of the Official StudyGuide. In addition, many college faculty post theircourse materials on their schools’ websites.

Answer Key

1. A 2. C 3. B 4. D 5. A 6. C 7. B 8. B 9. C 10. C 11. C 12. D 13. C 14. A 15. A 16. B 17. A 18. B 19. A 20. C 21. B 22. D 23. D 24. C 25. A 26. D 27. B 28. C 29. B 30. B 31. D 32. C 33. C 34. A 35. C 36. D 37. A

38. B 39. C 40. A 41. D 42. A 43. B 44. A 45. D 46. B 47. A 48. C 49. D 50. B 51. A 52. B 53. A 54. B 55. D 56. B 57. C 58. A 59. B 60. C 61. C 62. D 63. A 64. D 65. C 66. B 67. D 68. B 69. A 70. B 71. D 72. B 73. D

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Test Measurement Overview

Format

There are multiple forms of the computer-basedtest, each containing a predetermined set of scoredquestions. The examinations are not adaptive. Theremay be some overlap between different forms of atest: any of the forms may have a few questions,many questions, or no questions in common. Someoverlap may be necessary for statistical reasons.

In the computer-based test, not all questionscontribute to the candidate’s score. Some of thequestions presented to the candidate are beingpretested for use in future editions of the tests andwill not count toward his or her score.

Scoring Information

CLEP examinations are scored without a penalty forincorrect guessing. The candidate’s raw score is simplythe number of questions answered correctly. However,this raw score is not reported; the raw scores aretranslated into a scaled score by a process that adjustsfor differences in the difficulty of the questions on thevarious forms of the test.

Scaled Scores

The scaled scores are reported on a scale of 20–80.Because the different forms of the tests are notalways exactly equal in difficulty, raw-to-scaleconversions may in some cases differ from form toform. The easier a form is judged to be, the higherthe raw score required to attain a given scaled score.Table 1 indicates the relationship between numbercorrect (raw score) and scaled score across all forms.

The Recommended Credit-GrantingScore

Table 1 also indicates the recommended credit-grantingscore, which represents the performance of studentsearning a grade of C in the corresponding course.The recommended B-level score represents B-levelperformance in equivalent course work. These scoreswere established as the result of a Standard SettingStudy, the most recent having been conducted in2007. The recommended credit-granting scores arebased upon the judgments of a panel of expertscurrently teaching equivalent courses at variouscolleges and universities. These experts evaluate eachquestion in order to determine the raw scores thatwould correspond to B and C levels of performance.

Their judgments are then reviewed by a testdevelopment committee, which, in consultation withtest content and psychometric specialists, makes afinal determination. The standard-setting study isdescribed more fully in the earlier section entitled“CLEP Credit Granting” on page 4.

Panel members participating in the most recent studywere:

Evan Bibbee Minnesota State UniversityFrancis Bright University of RedlandsRuth Caldwell Luther CollegeJ. Blake Carpenter University of Texas —

ArlingtonLaurie Corbin Indiana University —

Purdue UniversityFt. Wayne

Patricia Cummins Virginia CommonwealthUniversity

Kately Demougot Montgomery CollegeEduardo Febles Simmons CollegeMichele Hanson Mesa State UniversityMargaret Harp University of Nevada —

Las VegasLethuy Hoang Springfield CollegeCaren Kindel Kent State University — StarkDaphne McConnell Benedictine CollegeJohn Moran New York UniversityBrigitte Morris Montana State University —

BozemanKeith Palka Central Michigan UniversityLonnie Renteria Seattle UniversityKitty Delle

Robbins-HerringMississippi State University

Isabel Roche Bennington CollegeLisa Signori College of CharlestonAlban Urbanas Wesley CollegeWilliams Wallenberg Bethune-Cookman College

To establish the exact correspondences between rawand scaled scores, a scaled score of 50 is assigned tothe raw score that corresponds to the recommendedcredit-granting score for C-level performance. Then ahigh (but in some cases, possibly less than perfect)raw score will be selected and assigned a scaled scoreof 80. These two points — 50 and 80 — determine alinear raw-to-scale conversion for the test.

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Table 1: French Language Interpretive Score DataACE* Recommended Number of Semester Hours for Two-Semester Exam: 6

ACE Recommended Number of Semester Hours for Four-Semester Exam: 12

*American Council on Education**Credit-granting scores recommended by ACE.

Course Grade Scaled Score Number Correct 80 98-100 79 96-98 78 94-96 77 93-94 76 91-92 75 89-90 74 87-88 73 85-86 72 83-85 71 81-83 70 79-81

4-Semester B 69 78-79 68 76-77 67 74-75 66 72-73 65 70-72

2-Semester B 64 68-70 63 66-68

62 64-66 61 63-64

60 61-624-Semester C 59** 59-61

58 57-59 57 55-57 56 53-55 55 51-53 54 49-51 53 48-49 52 46-48 51 44-46

2-Semester C 50** 42-44 49 40-42 48 38-40 47 36-38 46 34-37 45 33-35 44 31-33 43 29-31 42 27-29 41 25-27 40 23-25 39 21-23 38 20-21 37 18-19 36 16-18 35 14-16 34 12-14 33 10-12 32 9-10 31 7-8 30 5-6 29 3-4 28 1-2 27 0-1 26 - 25 - 24 - 23 - 22 - 21 - 20 -

Note: The number-correct scores for each scaled score on different forms may vary depending on form diffi culty.

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89376-007764 • PDF911

Validity

Validity is a characteristic of a particular use of thetest scores of a group of examinees. If the scores areused to make inferences about the examinees’knowledge of a particular subject, the validity of thescores for that purpose is the extent to which thoseinferences can be trusted to be accurate.

One type of evidence for the validity of test scores iscalled content-related evidence of validity. It isusually based upon the judgments of a set of expertswho evaluate the extent to which the content of thetest is appropriate for the inferences to be made aboutthe examinees’ knowledge. The committee thatdeveloped the CLEP French Language examinationselected the content of the test to reflect the contentof the general French Language curriculum andcourses at most colleges, as determined by acurriculum survey. Since colleges differ somewhat inthe content of the courses they offer, faculty membersshould, and are urged to, review the content outlineand the sample questions to ensure that the test coverscore content appropriate to the courses at their college.

Another type of evidence for test-score validity iscalled criterion-related evidence of validity. It consistsof statistical evidence that examinees who score highon the test also do well on other measures of theknowledge or skills the test is being used to measure.Criterion-related evidence for the validity of CLEPscores can be obtained by studies comparing students’CLEP scores with the grades they received incorresponding classes, or other measures ofachievement or ability. At a college’s request, CLEPand the College Board conduct these studies, calledAdmitted Class Evaluation Service, or ACES, forindividual colleges that meet certain criteria. Pleasecontact CLEP for more information.

Reliability

The reliability of the test scores of a group ofexaminees is commonly described by two statistics:the reliability coefficient and the standard error ofmeasurement (SEM). The reliability coefficient is thecorrelation between the scores those examinees get(or would get) on two independent replications ofthe measurement process. The reliability coefficientis intended to indicate the stability/consistency of thecandidates’ test scores, and is often expressed as anumber ranging from .00 to 1.00. A value of .00indicates total lack of stability, while a value of 1.00indicates perfect stability. The reliability coefficientcan be interpreted as the correlation between thescores examinees would earn on two forms of thetest that had no questions in common.

Statisticians use an internal-consistency measure tocalculate the reliability coefficients for the CLEPexam. This involves looking at the statisticalrelationships among responses to individualmultiple-choice questions to estimate the reliabilityof the total test score. The formula used is known asKuder-Richardson 20, or KR-20, which is equivalentto a more general formula called coefficient alpha.The SEM is an index of the extent to which students’obtained scores tend to vary from their true scores.1

It is expressed in score units of the test. Intervalsextending one standard error above and below thetrue score (see below) for a test-taker will include68 percent of that test-taker’s obtained scores.Similarly, intervals extending two standard errorsabove and below the true score will include 95 percentof the test-taker’s obtained scores. The standard errorof measurement is inversely related to the reliabilitycoefficient. If the reliability of the test were 1.00 (ifit perfectly measured the candidate’s knowledge),the standard error of measurement would be zero.

Scores on the CLEP examination in French Languageare estimated to have a reliability coefficient of 0.97.The standard error of measurement is 2.28scaled-score points.1 True score is a hypothetical concept indicating what an individual’s score on a test

would be if there were no errors introduced by the measuring process. It is thoughtof as the hypothetical average of an infinite number of obtained scores for atest-taker with the effect of practice removed.

French CLEP pdf

Documents

Transcript of French CLEP pdf