California
Subject
Examinations for
Teachers®

TEST GUIDEJAPANESESUBTEST III
Sample Questions and Responses
and Scoring Information
Copyright © 2015 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA 01004
California Subject Examinations for Teachers, CSET, and the CSET logo are trademarks of theCommission on Teacher Credentialing and Pearson Education, Inc. or its affiliate(s).
Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).

CS-TG-QR159X-06

Sample Test Questions for CSET: Japanese Subtest III
Below is a set of multiple-choice questions and constructed-response questions that are similar to the questions
you will see on Subtest III of CSET: Japanese. You are encouraged to respond to the questions without looking
at the responses provided in the next section. Record your responses on a sheet of paper and compare them withthe provided responses.
Please note that at the actual test administration, you will hear rather than read the passages for the listening
comprehension questions.

California Subject Examinations for Teachers Test Guide

1

Japanese Subtest III
GENERAL DIRECTIONSThis portion of the test consists of six sections: (1) a listening comprehension section with multiple-choicequestions, (2) a reading comprehension section with multiple-choice questions, (3) an oral expression section
with a constructed-response assignment, (4) a listening comprehension section with a constructed-response
assignment, (5) a reading comprehension section with a constructed-response assignment, and (6) a written
expression section with constructed-response assignments. The directions for each section appear before that
section.
For sections containing multiple-choice questions, read each question and answer choice carefully and choose
the ONE best answer. Try to answer all questions. In general, if you have some knowledge about a question, it
is better to try to answer it. You will NOT be penalized for guessing.

2

California Subject Examinations for Teachers Test Guide

Japanese Subtest III
DIRECTIONS FOR THE LISTENING COMPREHENSIONMULTIPLE-CHOICE QUESTIONSThis section of the test contains multiple-choice questions that involve listening to an audio recording. Listen
carefully to the recording. Each excerpt will be followed by one or more multiple-choice questions. Eachmultiple-choice question has four answer choices. After listening to an excerpt, read each question and answer
choice carefully and choose the ONE best answer. Excerpts will vary in length. Unless otherwise indicated,each listening passage will be read twice.
The first recorded excerpt will begin playing automatically once you advance to the next screen. There will be
20 seconds of silence at the beginning of each recording. During these 20 seconds, you should familiarize
yourself with the test question(s) presented on the screen.
Once the audio begins, you will not be able to pause, stop, or replay it. Therefore, listen carefully, then answer
the question(s) on the screen. Even if you are unsure of an answer, it is better to guess than not to answer aquestion at all. You will NOT be penalized for guessing.
You will not be able to go back and review your answers to questions in this section of the test. Once you
move to the next question, you will not be able to go back to previous questions in this section. Therefore, besure to select your answer carefully before you move to the next question. The next recorded excerpt will not
begin playing until you advance to the next question.
Please be aware that the visual enhancements
andare NOT available
during this section of the test. Please DO NOT use these features until you have completed all listening items
and proceeded to the remaining sections of the test.

California Subject Examinations for Teachers Test Guide

3

Japanese Subtest III(The examinee will hear and read on-screen:)
Listen carefully to the following conversation. You will hear it twice.
(The examinee will hear:)
鈴木敦夫：いらっしゃい。おや？

小田さん！お久しぶり。最近見かけないね。

小田順子：ええ、うちの近くにスーパーができてね。それで、便利なもんで、そっちですま
せちゃうの。
鈴木敦夫：ああ、そう。じゃあ、しょうがないか。で、今日はまたどうして？
小田順子：ちょっとこっちに用があって。
鈴木敦夫：そう。小田さんはもう大学卒業したの？
小田順子：ええ、今年卒業して、東京に戻るつもりなんです。
鈴木敦夫：それはおめでとう。ご両親も喜ぶだろうねえ。
小田順子：ええ。もう、4年近く離 れてるから、いつも寂しがってて…。
鈴木敦夫：そうだろうねえ。で、今日は、何にする？
小田順子：そのトマト、下さい。
Now answer the two questions that follow.

4

California Subject Examinations for Teachers Test Guide

Japanese Subtest III(The examinee will read on-screen:)(The examinee will read on-screen:)
1.

Where is this conversation most likely
taking place?
A.

on the street

B.

at Mr. Suzuki's home

C.

at Mr. Suzuki's market

D.

at Ms. Oda's parents' home

California Subject Examinations for Teachers Test Guide

2.

Which of the following best explains why
the two speakers have not seen each otherrecently?
A.

Ms. Oda has been away visiting
her parents in Tokyo.

B.

Ms. Oda no longer lives in
Mr. Suzuki's neighborhood.

C.

Ms. Oda has been busy studying
so she can graduate.

D.

A new supermarket opened near
Ms. Oda's house.

5Japanese Subtest III
DIRECTIONS FOR THE READING COMPREHENSIONMULTIPLE-CHOICE QUESTIONSEach question in this section of the test is a multiple-choice question with four answer choices. Read eachquestion and answer choice carefully and choose the ONE best answer.
Try to answer all questions. In general, if you have some knowledge about a question, it is better to try toanswer it. You will NOT be penalized for guessing.

6

California Subject Examinations for Teachers Test Guide

Japanese Subtest III

Read the passage below; then answer the three questions that follow.
ふつう

昨日、東京都は東京高速道路の通行料金をこの4月から値上げすると発表しました。 普通普通
車は100円の値上げで700円に、大型車は200円の値上げで1500円になるというもので、もしこの案が実行されれば、東京高速道路は全国でもっとも高い高速道路となります。しかしながら、東京高速道路は多くの人が利用する道路だけに、反対する声も多く出ています。
値上げを決めた東京都は、｢これ以上の赤字をつくらないためにも、値上げはさけられない」
としており、交渉には一切応じない意向です。東京在住の会社員の山本英弘さん(36)は、インタビューで「値上げ？とんでもない！東京高速道路は、いつも混んでいるし、値段も高い。
もう使いたくないですね。」と答え、またタクシー運転手の川田昇(55)さんは「東京高速道路
が赤字とは信じられないよ。値上げの理由にしてるだけじゃないのか。」と怒りをおさえきれない様子でした。

高速道路 toll highway
交渉 negotiation
意何 intention

3.

According to the passage, which of thefollowing statements about raising thetolls for the Tokyo highway is true?
A.

The tolls would go up by about
100 yen for cars of all sizes.

B.

City officials claim that theincrease in the tolls is unavoidable.

C.

The toll increase will benefit the
many users of the highway.

D.

City officials are willing to negotiate the exact amount of the newtolls.

California Subject Examinations for Teachers Test Guide

7

Japanese Subtest III

4.

8

The style of the passage suggests that it
most likely was written as:A.

an editorial in a newspaper.

B.

a letter to the editor.

C.

a business news analysis.

D.

a front-page newspaper article.

5.

Information in the passage best supports
which of the following assertions?
A.

Many people are opposed to the
proposal to increase the tolls.

B.

The Tokyo Highway is currently
very inexpensive to use.

C.

The Tokyo Highway budget islarge enough at the present time.

D.

The Tokyo Highway will be thebest maintained highway in the
country.

California Subject Examinations for Teachers Test Guide

Japanese Subtest III(The examinee will hear and read on-screen:)
DIRECTIONS FOR THE ORAL EXPRESSION CONSTRUCTED-RESPONSE ASSIGNMENTS
For this section of the test, you will record spoken responses to two assignments presented on-screen. You must
respond to the assignments in the target language.
At the conclusion of these directions, the test will automatically advance and the first speaking assignment will
be presented on the next screen. You will have two minutes to review the assignment and consider yourresponse. You will be notified when the two minutes is complete. Then watch the screen as the test advances
and the first recording box is presented. You will have two minutes to record your response. Do NOT begin
speaking until the screen advances and you see a Recorded Answer box presented on-screen. A sample of theRecorded Answer box appears below.

Monitor your recording time by referring to the Recorded Answer box. The time in the Recorded Answer box
will count down from 120 seconds (2 minutes) and the status bar will fill as your recording time progresses.
When the two minutes is completed, the current status on the Recorded Answer box will change to "completed,"
indicating the conclusion of the first speaking assignment. You will automatically be advanced to the nextscreen, where the second assignment will be presented. If you finish your response before the end of the two
minutes, you may advance to the second assignment by clicking the Next button. If you advance to the second
assignment with recording time remaining, you will NOT be able to return to the first assignment.
Your responses will be evaluated based on the following criteria.
PURPOSE: the extent to which the response addresses the constructed-response assignment's charge in
relation to relevant CSET subject matter requirements
SUBJECT MATTER KNOWLEDGE: the application of accurate subject matter knowledge as describedin the relevant CSET subject matter requirements
SUPPORT: the appropriateness and quality of the supporting evidence in relation to relevant CSET subject
matter requirements

California Subject Examinations for Teachers Test Guide

9Japanese Subtest III
Relevant Subject Matter Requirements••••

Construct connected oral discourse that communicates a message effectively.
Construct connected oral discourse that demonstrates a wide range of vocabulary.
Construct connected oral discourse that demonstrates idiomatic expressions.
Construct connected oral discourse that demonstrates linguistic structures.

You may use the erasable notebooklet provided to make notes; however, you will be scored only on therecorded responses. You will have only ONE opportunity to record your response to each assignment. Be
sure that your microphone is in a downward position near your mouth before you begin speaking.

10

California Subject Examinations for Teachers Test Guide

Japanese Subtest III(The examinee will hear and read on-screen:)
6.

Read the assignment below. You will have 2 minutes to review this assignment and consider yourresponse, and then 2 minutes to record your final response. You will be told when the review time
is over and the recording is about to begin. Begin reading the assignment and considering yourresponse now.
(The examinee read on-screen:)
Imagine that a friend from Japan has been offered a job in a city near where you live, and asks youropinion on the pros and cons of living and working in your area. Speaking in Japanese, discuss theadvantages and disadvantages of living and working in your area. In your response you may include,
but are not limited to, the following topics:•

a brief description of some of the important features of the area in which you live (for example,
climate, natural features, distribution of people, mix of population, regional differences within thestate, cultural amenities, educational and medical facilities, recreational and entertainment options);and•an analysis of the advantages and disadvantages of living and working in your area.

(The examinee will have two minutes to study the assignment above; then two minutes to respond.)

California Subject Examinations for Teachers Test Guide

11

Japanese Subtest III(The examinee will hear and read on-screen:)
7.

Read the assignment below. You will have 2 minutes to review this assignment and consider yourresponse, and then 2 minutes to record your final response. You will be told when the review time
is over and the recording is about to begin. Begin reading the assignment and considering yourresponse now.
(The examinee read on-screen:)
Imagine that you are attending a summer institute at a university in Japan. You are asked to speak to agroup of students about your previous college experiences. Speaking in Japanese, describe a college oruniversity you have attended. In your response you may include, but are not limited to, the following
topics:•a description of a college or university you have attended;•

an explanation of why you chose to attend that college or university;•an analysis of what you liked and disliked about the college or university; and•a discussion of why you would or would not recommend that school to others.

(The examinee will have two minutes to study the assignment above; then two minutes to respond.)

12

California Subject Examinations for Teachers Test Guide

Japanese Subtest III(The examinee will hear and read on-screen:)
DIRECTIONS FOR THE LISTENING COMPREHENSIONCONSTRUCTED-RESPONSE ASSIGNMENTThis section of the test consists of a listening comprehension assignment. You will listen to an audio recording ofa passage. The listening passage will be read twice. After you have heard the passage twice, you will respond inwriting to the assignment presented. This should be your original work, written in your own words, and notcopied or paraphrased from some other work.
Your response may be written in either English or the target language. You may use the erasable
notebooklet to make notes, write an outline, or otherwise prepare your response. If you choose to respond in
English, type your response in the response box presented on-screen. If you choose to respond in the target
language, your final response must be written on the response sheet provided. Please label your response sheetwith the appropriate Assignment number (e.g., “Assignment 8”). Your response sheet must be scanned using thescanner provided at your workstation.
Instructions for scanning your response sheet are available by clicking the "Scanning Help" button at the
top of the screen.
Your response to the listening comprehension assignment in this section will be evaluated based on the following
criteria.
PURPOSE: the extent to which the response addresses the constructed-response assignment's
charge in relation to relevant CSET subject matter requirements
SUBJECT MATTER KNOWLEDGE: the application of accurate subject matter knowledge as
described in the relevant CSET subject matter requirements
SUPPORT: the appropriateness and quality of the supporting evidence in relation to relevant
CSET subject matter requirements
Relevant Subject Matter Requirements•

Demonstrate an understanding of the main ideas and significant details of oral messages in a variety
of authentic contexts.

•

Make deductive and inductive inferences based on information contained in oral messages.

•

Analyze and evaluate oral messages in relation to their purpose, context, and point of view.

Any time spent responding to the assignment, including scanning the response sheet(s), is part of your testingtime. Monitor your time carefully. When your testing time expires, a pop-up message will appear on-screen
indicating the conclusion of your test session. Only response sheets that are scanned before you end your test or
before time has expired will be scored. Any response sheet that is not scanned before testing ends will NOT bescored.
Please be aware that the visual enhancements
andare NOT available
during this section of the test. Please DO NOT use these features until you have completed all listening items andproceeded to the remaining sections of the test.

California Subject Examinations for Teachers Test Guide

13

Japanese Subtest III(The examinee will read on-screen:)
8.

14

Write a response, in either Japanese or English, in which you:•

discuss the situation that led to the conversation between the speakers; and•identify a concern communicated by the male speaker regarding the situation.

California Subject Examinations for Teachers Test Guide

Japanese Subtest III(The examinee will hear:)(male): すみません。山本よしえの夫ですが。
(female): あ、山本さんのご主人ですね。おめでとうございます。さきほど産まれましたよ。元気な女の子ですよ。
(male): えー、生まれたんですね！どこですか。
(female): もうすぐお部屋に戻られますので少々お待ち下さい。
(male): そうかぁ、よかった。で、妻の具合は・・・。
(female): お産は順調でした。もちろん、まだゆっくりする必要がありますけど、とても元気でいらっしゃいますよ。
(male): そうですか、仕事で出張していたもので、一緒にいてあげられなかったんです。長野から車をすっ飛ばしてきたんですけど、間に合わなかったんです。
(female): そんなにがっかりしないでください。そういう方は他にも沢山いらっしゃいますよ。
大切なのは、これからですよ。じゃ、お父さんもそろそろお部屋の方に行かれますか。
(male): お父さん？あ、僕のことか。
(female): (笑い) お部屋は８１８号室です。あちらのエレベーターからいらして下さい。
(male): はい、じゃ、行ってきます。

California Subject Examinations for Teachers Test Guide

15

Japanese Subtest III
DIRECTIONS FOR THE READING COMPREHENSIONCONSTRUCTED-RESPONSE ASSIGNMENT
For the constructed-response assignment in this section, you are to prepare a written response.
Your response may be written in either English or the target language. Read the assignment carefully before
you begin to write. Think about how you will organize what you plan to write. You may use the erasable
notebooklet to make notes, write an outline, or otherwise prepare your response. If you choose to respond in
English, type your response in the response box presented on-screen. If you choose to respond in the target
language, your final response must be written on the response sheet provided. Please label your response sheetwith the appropriate Assignment number (e.g., “Assignment 9”). Your response sheet must be scanned using thescanner provided at your workstation.
Instructions for scanning your response sheet are available by clicking the "Scanning Help" button at the
top of the screen.
Your response will be evaluated based on the following criteria.
PURPOSE: the extent to which the response addresses the constructed-response assignment's
charge in relation to relevant CSET subject matter requirements
SUBJECT MATTER KNOWLEDGE: the application of accurate subject matter knowledge as described in
the relevant CSET subject matter requirements
SUPPORT: the appropriateness and quality of the supporting evidence in relation to relevant
CSET subject matter requirements
Relevant Subject Matter Requirements•

Demonstrate an understanding of the main ideas and significant details of written texts.

•

Make deductive and inductive inferences based on information contained in written texts.

•

Apply critical reasoning skills to written texts.

The assignment is intended to assess subject matter knowledge and skills, not writing ability. Your response,
however, must be communicated clearly enough to permit a valid judgment of your knowledge and skills. Your
response should be written for an audience of educators in the field and may be written in either the target
language or English.
Your response should be your original work, written in your own words, and not copied or paraphrased fromsome other work. You may not use any reference materials during the test. Remember to review your work andmake any changes you think will improve your response.
Any time spent responding to the assignment, including scanning the response sheet(s), is part of your testingtime. Monitor your time carefully. When your testing time expires, a pop-up message will appear on-screen
indicating the conclusion of your test session. Only response sheets that are scanned before you end your test or
before time has expired will be scored. Any response sheet that is not scanned before testing ends will NOT bescored.

16

California Subject Examinations for Teachers Test Guide

Japanese Subtest III

9.

Read the passage below; then complete the exercise that follows.
メニューを開く。ゾッ。血が引く。頭の中が真っ白になる。
すわあお

真向かいに 坐った先生が、「どうかしたの？」とお訊きになる。私は 蒼ざめていたかもしれ
こわばない。顔が強張っていたかもしれない。「このメニュー、料理の値段が書いてないんです」「え、僕のには書いてあるよ。」
ほんやく

私は、大学院在学中に、学業のかたわら美術評論などをぼちぼち 翻訳しはじめた。あれは単行本の翻訳の二冊目を出したあとだったろうか。それまでも、エッセイであれ、短編小説であかしょ

たず

れ、原文に分からない箇所があれば電話で 尋ねたり、お宅にうかがってまとめて質問したり、先生にはさんざんお世話になったので、この際お礼をしようと意気込んで、フレンチ・レスト
ランでの食事にお誘いしたのだ。さすがにディナーは荷が重いから、ランチ。青山にある一戸
しょうしゃ

建ての 瀟洒 な店で、予約するだけでも、入るだけでもドキドキだったのに、開いたメニューに値段がない！
事情はすぐに判明した。そのお店では、客が男女の二人連れならば、食事代を払うのは当然男性と決め込み、値段入りの男性用と値段抜きの女性用の二種類のメニューを用意しているのだ
った。あわててメニューを交換した私に先生はおっしゃった。「カズコ、心配しなくていい、足りなかったら僕が払うからね。」

強張る to stiffen
瀟洒 elegant, refined

Write a response, in either Japanese or English, in which you:•summarize the situation described by the writer;•

describe the feelings the writer experienced in the situation; and•identify one characteristic of the place in which the situation occurred.

California Subject Examinations for Teachers Test Guide

17

Japanese Subtest III
DIRECTIONS FOR THE WRITTEN EXPRESSIONCONSTRUCTED-RESPONSE ASSIGNMENTS
For each constructed-response assignment in this section, you are to prepare a written response in the target
language.
Read each assignment carefully before you begin to write. Think about how you will organize what you plan towrite. You may use the erasable notebooklet to make notes, write an outline, or otherwise prepare yourresponses. However, your final responses must be written on the response sheets provided (one for
Assignment 10 and two for Assignment 11). Please label your response sheets with the appropriate
Assignment numbers (e.g., “Assignment 10” and “Assignment 11”). Your response sheets must be scanned
using the scanner provided at your workstation.
Instructions for scanning your response sheets are available by clicking the "Scanning Help" button at
the top of the screen.
For Assignment 10, your response will be evaluated based on the following criteria.
PURPOSE: the extent to which the response addresses the constructed-response assignment's charge in
relation to relevant CSET subject matter requirements
SUBJECT MATTER KNOWLEDGE: the application of accurate subject matter knowledge as
described in the relevant CSET subject matter requirements
SUPPORT: the appropriateness and quality of the supporting evidence in relation to relevant CSET
subject matter requirements
For Assignment 11, your response will be evaluated based on the following criteria.
PURPOSE: the extent to which the response addresses the constructed-response assignment's charge in
relation to relevant CSET subject matter requirements
SUBJECT MATTER KNOWLEDGE: the application of accurate subject matter knowledge as
described in the relevant CSET subject matter requirements
SUPPORT: the appropriateness and quality of the supporting evidence in relation to relevant CSET
subject matter requirements
DEPTH AND BREADTH OF UNDERSTANDING: the degree to which the response demonstrates
understanding of the relevant CSET subject matter requirements

18

California Subject Examinations for Teachers Test Guide

Japanese Subtest III

•

•
•
•
•
•

Relevant Subject Matter Requirements
Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given audience.
Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given purpose.
Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given occasion.
Compose a well-organized passage in the target language demonstrating command of a wide range ofvocabulary.
Compose a well-organized passage in the target language demonstrating command of idiomatic
expressions.
Compose a well-organized passage in the target language demonstrating command of linguistic
structures.

Your responses should be your original work, written in your own words, and not copied or paraphrased fromsome other work. You may not use any reference materials during the test. Remember to review your work andmake any changes you think will improve your responses. Your responses should be written for an audience of
educators and must be written in the target language.
Any time spent responding to the assignment, including scanning the response sheet(s), is part of your testingtime. Monitor your time carefully. When your testing time expires, a pop-up message will appear on-screen
indicating the conclusion of your test session. Only response sheets that are scanned before you end your test or
before time has expired will be scored. Any response sheet that is not scanned before testing ends will NOT bescored.

California Subject Examinations for Teachers Test Guide

19

Japanese Subtest III

10.

Complete the exercise that follows.
Writing in Japanese, use the space provided to narrate an incident or event that you experienced asa student in high school or college. In your response you may include, but are not limited to, thefollowing information.

20•

when the incident or event took place•

where the incident or event took place•

the circumstances in which the incident or event took place•

the outcome of the incident or event

California Subject Examinations for Teachers Test Guide

Japanese Subtest III

11.

Complete the exercise that follows.
Imagine that a friend from Japan is considering enrolling in a postgraduate program at a college oruniversity in the general area where you are currently living and has asked you to provide some
information about the area in which you live. Write a letter in Japanese to your friend responding tothis request for information. In your letter you must include, but are not limited to, the following topics:•

a brief description of some important features of the area in which you live (for example, climate,natural features, distribution of people, mix of population, regional differences within the state,cultural amenities, educational and medical facilities, recreational and entertainment options); and•an analysis of the advantages and disadvantages of living and going to school in your area.

California Subject Examinations for Teachers Test Guide

21

Japanese Subtest III

Acknowledgments
Question
Number7.

22

Matsuoko, Kazuko. "Osewani Narippanashi." Shousetsu Shincho, March 2004, as
appears on http://www.shinchosha.co.jp/shoushin/200403/c_wagashi.html. Reprinted withpermission.

California Subject Examinations for Teachers Test Guide

Annotated Responses to Sample Multiple-Choice Questions for CSET:Japanese Subtest III
Language and Communication: Listening Comprehension
1. Correct Response: C. (SMR Code: 5.2) The conversation begins with Mr. Suzuki asking Ms. Oda
what he can do for her and ends with Ms. Oda telling Mr. Suzuki that she wants some tomatoes. Also,
Ms. Oda says that she has not seen Mr. Suzuki recently because a new supermarket opened up nearwhere she lives. Therefore, based on information provided in the conversation, one can conclude thatthe two speakers are at Mr. Suzuki's market.
2. Correct Response: D. (SMR Code: 5.1) At the beginning of the conversation, Mr. Suzuki mentions
that he has not seen Ms. Oda for a long time. In response, Ms. Oda explains that she has been shopping
at a new supermarket that opened up near her home because it is so conveniently located for her.

Language and Communication: Reading Comprehension
3.

Correct Response: B. (SMR Code: 6.1) According to the text, Tokyo officials say they need to raise
the tolls on the Tokyo Highway in order to "get out of the red" and keep the highway financiallysolvent.

4.

Correct Response: D. (SMR Code: 6.2) With its fact-based text and quotes used for emphasis andinterest, the passage is written in the style of a front-page newspaper article whose primary function is toinform. If the passage were an editorial or a letter to an editor, it would focus more on persuading
readers about a particular viewpoint than on informing them. If the passage were a business news
analysis, it would place more emphasis on specific financial aspects of the toll increase and lessemphasis on the reactions of typical highway users.

5.

Correct Response: A. (SMR Code: 6.3) Information in the passage best supports the assertion thatmany people are opposed to the proposal to increase tolls on the Tokyo Highway. This is seen in theassertion that "since there are many people who use this highway, there are many opposing voices." It
is also seen in the last paragraph, which includes quotes from two highway users who are very upset
about the proposed toll increases.

California Subject Examinations for Teachers Test Guide

23

Examples of Strong Responses to Sample Constructed-Response
Questions for CSET: Japanese Subtest III
Language and Communication: Oral Expression
Question #6
A strong response to this oral expression constructed-response assignment would address the assigned topic in
the target language and develop the topic by elaboration of specific points. The response would be delivered ina consistently clear manner. The speaker would speak fluently, using a variety of sentences. The speaker's
vocabulary would show mastery of a broad vocabulary including appropriate idiomatic expressions. The
speaker would handle simple and complex linguistic constructions, avoiding errors that interfere with
communication. The speaker would exhibit good to excellent pronunciation and intonation.
Examples that might be mentioned in a response to question #6 could include:•a brief description of some of the important features of the area in which you live (for example, climate,natural features, distribution of people, mix of population, regional differences within the state, culturalamenities, educational and medical facilities, recreational and entertainment options)•an analysis of the advantages and disadvantages of living and working in your area

24

California Subject Examinations for Teachers Test Guide

Question #7
A strong response to this oral expression constructed-response assignment would address the assigned topic in
the target language and develop the topic by elaboration of specific points. The response would be delivered ina consistently clear manner. The speaker would speak fluently, using a variety of sentences. The speaker's
vocabulary would show mastery of a broad vocabulary including appropriate idiomatic expressions. The
speaker would handle simple and complex linguistic constructions, avoiding errors that interfere with
communication. The speaker would exhibit good to excellent pronunciation and intonation.
Examples that might be mentioned in a response to question #7 could include:•

a description of the college or university: its size, whether it is in an urban or a rural setting, the student
population, etc.

•

an explanation of why you chose to attend that college or university, e.g., the geographical location or therecreational activities in the area•an analysis of what you liked or disliked about the college or university, e.g., the courses or programs
offered, the extracurricular activities available, or the social life in the dormitory•

a discussion of your satisfaction or dissatisfaction with the courses, professors, food, dormitories,
education you received, etc.

Language and Communication: Listening Comprehension
Question #8 (Score Point 3 Response)

山本よしえさんの主人が妻の出産のため病院へやってきた。主人は出張だ、たらしく
長野から車を飛ばしてやってきたらしい。そのことについて夫はがっかりしていた。主人
は妻の様態を聞き、それを聞いた看護士は順調だと言っていた。夫がついた時にはもう赤ちゃんは産まれていて女の子だった。その後がかりしている夫に看護士さんがこれからが大事だから気にしないでと言ってた。そして看護士さんが夫のことを「お父さん」と呼んで話しだすと夫は少し動揺しながら笑っていた。看護士さんが二人がいる部屋の番号は818号室と伝え、エレベーターから行けることを夫に告げてそこで二人はわかれた。

California Subject Examinations for Teachers Test Guide

25

Japanese Subtest III

Language and Communication: Reading Comprehension
Question #9 (Score Point 3 Response)

フランス料理店に、ある作家が、自分の先生を昼食に御招待した。様々な美術評論の翻訳活動を開始する上で、先生から助言を受けた感謝の気持ちにと、考えたのだ。選んだ料理屋は、高級感あふれる東京の一画にあるとても優雅な料理屋で、門をくぐるにも人は、緊張した。案の定、作家がメニューを広げた時、メニューに値段の表示がなかったことに、驚きを隠せずにいられなかった。彼女の表情を見た先生は、大丈夫なのか、と尋ね、持ち合わせが足りないようであれば、食事の負担をしても良い、と伝えた。
まったく値段の表示がないメニューを受け取ったことで、この作家が、料理店の食事料金についてなんの手がかりが示されてないことに心配するのは、もっともなことだ。
あまりにも見え透いた形でメニューの値段の問題について言及した自分に、少々赤面し、先生には、仮に、食事の請求書の支払いのため、十分なお金を持ち合わせなかった場合でも、必ず、自分が支払うと、念を押した。作家は、元々、今回、先生への感謝を表わすた
めのもてなしの機会と考えていたが、仮に、先生が支払うことになったら、実に、この昼
食会は、先生が彼女のために行った数々の好意のリストの一事例に加わってしまう。
このフランス料理店は、東京の優雅で粋な場所にあった。この料理店では、男女のカップルで食事をする際、男性客が、食事代の負担をするとされていた。よって、男性の客
は、値段が明らかなメニューを手渡され、女性客の方は、値段を伏せたメニューを受け取っていたのだ。
continued on next page26

California Subject Examinations for Teachers Test Guide

Japanese Subtest III

Language and Communication: Written Expression(Short [Focused]-Response Question)
Question #10 (Score Point 3 Response)

この出来事は、学校での長い一日が終ってから起こったことだ。夕暮れで、土砂降りの雨に見舞われていた。高校の下校の門へのいつもの行路を歩いていた。田舎にあったた
め、学校には、たくさんの木々と茂みがあった。今の夕方、茂みの横に沿って歩きながら、少々疲れを感じていた頃、「シューッ」という音が聞こえてきた。あまり気にせずに、歩きつづけながら音のする方へ顔を向けた時、細い緑色のヘビが「シューッ」と音を立てていたことに気がついた。
普段の場合なら、とても恐れたことだろう。その日は、おそらく、学校での長い一日を過ごして、あまりにも疲れていたのだろう。ヘビを一目で見て、『黙れ!』と言って、歩き続けた。ヘビから10歩ぐらい進んだところだろうか、自分がヘビに話しかけ、その生きものに黙るよう、求めたことに気づいた。
その時点で、自分に危害を及ぼしうる危険な生き物にとても近い所にいた自分に気がついた。少しも恐れていない、と装わざるをえなかったが、恐怖心を表に出さず、そのま
ま、歩いた。幸いにして、そのヘビは後をつけて来なかった。
自分のことばにパワーが、多少、働いて、ヘビが、自分に危害を及ぼすことをやめたのか。それとも、人が、ヘビ自身に向かって、実に、黙るよう求めたことに大変びっくりしたためだろうか。

California Subject Examinations for Teachers Test Guide

27

Japanese Subtest III

Language and Communication: Written Expression(Extended-Response Question)
Question #11 (Score Point 4 Response)

すみこ様、
アマースト市に引越されると聞いて喜んでいます。こちらに移ってから2年が経ちます。きれいで、静かな大学の町です。はっきり言って、子供のいる家庭には、良い環境のようです。スポーツや自然を好む人なら、ここでは、かなりいろんなことができます。サ
イクリングとハイキングを楽しむ人々が多いし、冬には、クロスカントリー・スキーも出来ます。ここは、本当にたくさんの山脈があり、絶景です。また、四季については、季節の区別がはっきりしています。個人的には、ここでの最も美しい季節は、秋だと思います
が、私のアパートから、山々の素晴らしい眺めを堪能することができ、雪に覆われた山脈
も美しいものです。まわりの自然に大変恵まれているので、ここの空気の質も素晴らしいものです。
アマースト市は、教育面では、良い場所で、この辺りにたくさんの大学があり、大学生
活のための良質なリソースを提供してくれるでしょう。数多くの図書館を利用できます。
ここの学生サービスもずいぶん充実しています。反面、私達のような独身の人達にとって、楽しみは、さほどありません。学部生なら、人と出会う機会は、もっとあるでしょう
が、私達の年代の人達は、ほとんど既婚者です。

28

California Subject Examinations for Teachers Test Guide

Japanese Subtest III

Scoring Information for CSET: Japanese Subtest III
Responses to the multiple-choice questions are scored electronically. Scores are based on the number ofquestions answered correctly. There is no penalty for guessing.
Responses to constructed-response questions are scored by qualified California educators using focused holistic
scoring.
Because the constructed-response questions on CSET: Japanese Subtest III are of two types—one type requiringa short (focused) response taking approximately 10–15 minutes (for written responses) or 2 minutes (for oral
responses) to complete, and another type requiring an extended response taking approximately 30–45 minutes tocomplete—two sets of performance characteristics and two scoring scales will be used to score responses to theconstructed-response questions. Scorers will judge the overall effectiveness of your responses while focusing
on the appropriate performance characteristics that have been identified as important for this subtest (seebelow and pages 30 and 32). Each response will be assigned a score based on an approved scoring scale (seepages 30, 31, and 33).
Your performance on the subtest will be evaluated against a standard determined by the Commission on Teacher
Credentialing based on professional judgments and recommendations of California educators.

Performance Characteristics and Scoring Scales for CSET: Japanese Subtest III
A. SHORT (FOCUSED)-RESPONSE QUESTIONS
Performance Characteristics. The following performance characteristics will guide the scoring of responses
to the short (focused)-response constructed-response questions on CSET: Japanese Subtest III.
PURPOSEThe extent to which the response addresses the constructed response assignment's
charge in relation to relevant CSET subject matter requirements.

SUBJECT MATTERKNOWLEDGE

The application of accurate subject matter knowledge as described in the relevant
CSET subject matter requirements.

SUPPORT

The appropriateness and quality of the supporting evidence in relation to relevant
CSET subject matter requirements.

Relevant Subject Matter Requirements for Listening Comprehension• Demonstrate an understanding of the main ideas and significant details of oral messages in a variety ofauthentic contexts.
• Make deductive and inductive inferences based on information contained in oral messages.
• Analyze and evaluate oral messages in relation to their purpose, context, and point of view.
Relevant Subject Matter Requirements for Reading Comprehension• Demonstrate an understanding of the main ideas and significant details of written texts.
• Make deductive and inductive inferences based on information contained in written texts.
• Apply critical reasoning skills to written texts.

California Subject Examinations for Teachers Test Guide

29

Japanese Subtest III

Relevant Subject Matter Requirements for Written Expression• Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given audience.
• Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given purpose.
• Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given occasion.
• Compose a well-organized passage in the target language demonstrating command of a wide range ofvocabulary.
• Compose a well-organized passage in the target language demonstrating command of idiomatic
expressions.
• Compose a well-organized passage in the target language demonstrating command of linguistic
structures.
Relevant Subject Matter Requirements for Oral Expression••••

Construct connected oral discourse that communicates a message effectively.
Construct connected oral discourse that demonstrates a wide range of vocabulary.
Construct connected oral discourse that demonstrates idiomatic expressions.
Construct connected oral discourse that demonstrates linguistic structures.

Scoring Scale. Scores will be assigned to each response to the short (focused)-response constructed-response
questions on CSET: Japanese Subtest III according to the following scoring scale.
SCORE
POINT

SCORE POINT DESCRIPTION

3The "3" response reflects a command of the relevant knowledge and skills as defined in the
CSET subject matter requirements for World Languages.
• The purpose of the assignment is fully achieved.
• There is an accurate application of relevant subject matter knowledge.
• There is appropriate and specific relevant supporting evidence.

2

The "2" response reflects a general command of the relevant knowledge and skills as definedin the CSET subject matter requirements for World Languages.
• The purpose of the assignment is largely achieved.
• There is a largely accurate application of relevant subject matter knowledge.
• There is acceptable relevant supporting evidence.

1

The "1" response reflects a limited or no command of the relevant knowledge and skills as
defined in the CSET subject matter requirements for World Languages.
• The purpose of the assignment is only partially or not achieved.
• There is limited or no application of relevant subject matter knowledge.
• There is little or no relevant supporting evidence.

continued on next page30

California Subject Examinations for Teachers Test Guide

Japanese Subtest III

For Listening Comprehension and Reading Comprehension:U

The "U" (Unscorable) is assigned to a response that is unrelated to the assignment, illegible,
not in the target language or English, or does not contain a sufficient amount of original
work to score.

B

The "B" (Blank) is assigned to a response that is blank.

For Written Expression:U

The "U" (Unscorable) is assigned to a response that is unrelated to the assignment, illegible,
not in the target language, or does not contain a sufficient amount of original work to score.

B

The "B" (Blank) is assigned to a response that is blank.

For Oral Expression:U

The "U" (Unscorable) is assigned to a response that is unrelated to the assignment,
inaudible/incomprehensible, not in the target language, or does not contain a sufficientamount of original work to score.

B

The "B" (Blank) is assigned to a response that is blank.

California Subject Examinations for Teachers Test Guide

31

Japanese Subtest III

B. EXTENDED-RESPONSE QUESTION
Performance Characteristics. The following performance characteristics will guide the scoring of responses
to the extended-response constructed-response question on CSET: Japanese Subtest III.
PURPOSEThe extent to which the response addresses the constructed-response
assignment's charge in relation to relevant CSET subject matter
requirements.

SUBJECT MATTERKNOWLEDGE

The application of accurate subject matter knowledge as described in therelevant CSET subject matter requirements.

SUPPORT

The appropriateness and quality of the supporting evidence in relation to
relevant CSET subject matter requirements.

DEPTH AND BREADTH OF
UNDERSTANDING

The degree to which the response demonstrates understanding of therelevant CSET subject matter requirements.

•
•
•
•
•
•

32

Relevant Subject Matter Requirements for Written Expression
Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given audience.
Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given purpose.
Compose a well-organized passage in the target language employing styles and levels of diction
appropriate for a given occasion.
Compose a well-organized passage in the target language demonstrating command of a wide range ofvocabulary.
Compose a well-organized passage in the target language demonstrating command of idiomatic
expressions.
Compose a well-organized passage in the target language demonstrating command of linguistic
structures.

California Subject Examinations for Teachers Test Guide

Japanese Subtest III

Scoring Scale. Scores will be assigned to each response to the extended-response constructed-response
question on CSET: Japanese Subtest III according to the following scoring scale.
SCORE
POINT

SCORE POINT DESCRIPTION

4The "4" response reflects a thorough command of the relevant knowledge and skills as
defined in the CSET subject matter requirements for World Languages.
• The purpose of the assignment is fully achieved.
• There is a substantial and accurate application of relevant subject matter knowledge.
• The supporting evidence is sound; there are high-quality, relevant examples.
• The response reflects a comprehensive understanding of the assignment.

3

The "3" response reflects a general command of the relevant knowledge and skills as definedin the CSET subject matter requirements for World Languages.
• The purpose of the assignment is largely achieved.
• There is a largely accurate application of relevant subject matter knowledge.
• The supporting evidence is adequate; there are some acceptable, relevant examples.
• The response reflects an adequate understanding of the assignment.

2

The "2" response reflects a limited command of the relevant knowledge and skills as definedin the CSET subject matter requirements for World Languages.
• The purpose of the assignment is partially achieved.
• There is limited accurate application of relevant subject matter knowledge.
• The supporting evidence is limited; there are few relevant examples.
• The response reflects a limited understanding of the assignment.

1

The "1" response reflects little or no command of the relevant knowledge and skills as
defined in the CSET subject matter requirements for World Languages.
• The purpose of the assignment is not achieved.
• There is little or no accurate application of relevant subject matter knowledge.
• The supporting evidence is weak; there are no or few relevant examples.
• The response reflects little or no understanding of the assignment.

U

The "U" (Unscorable) is assigned to a response that is unrelated to the assignment, illegible,
not in the target language, or does not contain a sufficient amount of original work to score.

B

The "B" (Blank) is assigned to a response that is blank.

California Subject Examinations for Teachers Test Guide

33