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TELPAS HOLISTIC RATER TRAINING

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RATER TRAINING

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TELPAS HOLISTIC RATER TRAINING

  1. 1. 2014-2015 Holistic Rating Training Requirements Texas Education Agency Student Assessment Division
  2. 2. Disclaimer TEA 2  These slides have been prepared by the Student Assessment Division of the Texas Education Agency.  If any slide is amended or revised for local use, please remove the TEA footer at the bottom of the slide.
  3. 3. Topics TEA 3  TELPAS Raters  Credentials  Responsibilities  New & returning rater definitions  Holistic Rating Training  Overview  Training requirements  Basic training, calibration, and supplemental support
  4. 4. Rater Credentials TEA 4 Each teacher selected to rate an ELL must 1) have the student in class 2) be knowledgeable about the student’s ability to use English in instructional and informal settings 3) hold valid education credentials such as a teacher certificate or permit 4) be appropriately trained, as required by TEA
  5. 5. TELPAS Rater Responsibilities TEA 5  A student’s TELPAS rater is the teacher designated by the district as the official rater of the student’s English language proficiency.  The student’s rater must rate the student in all domains for which the student is eligible. A student is not permitted to have one rater for some domains and another rater for other domains.
  6. 6. New and Returning Rater Definitions for K–1 and 2–12 •The training webpage informs raters that districts may sometimes require a returning rater to complete new-rater training and to consult with their testing coordinator if they need clarification. 6 TEA
  7. 7. Holistic Rating Training TEA 7  It is recommended that districts and campuses determine in the fall who their TELPAS raters will be in the spring.  A training flowchart is provided on the next slide.
  8. 8. Returning Raters Online Basic Training Course Online Calibration (Sets 1 and 2*) If not calibrated: Supplemental Holistic Rating Training Final Online Calibration (Set 3) Fall ELPS-TELPAS Foundational (Awareness) Training For teachers who will be trained as new TELPAS raters in the spring if they lack this foundation Spring TELPAS Administration Procedures Training As a key part of this training, information from the TELPAS Rater Manual is reviewed to prepare raters to proceed with online holistic rating training Online Calibration (Sets 1 and 2*) New Raters *Set 2 required only if not successful on Set 1 TEA 8 Training
  9. 9. TELPAS Administration Procedures Training TEA 9  As part of annual spring TELPAS administration procedures training, holistic rating training requirements are reviewed with raters, as well as information about how to access the online training and calibration components.  In addition, raters receive training on assessment procedures such as how to assemble writing collections, how to record students’ proficiency ratings, etc.
  10. 10. Two Types of Training TEA 10  Online basic training course This course is for new raters. It provides instruction on using the PLD rubrics and gives raters practice rating students in each language domain. There are separate courses for K–1 and 2–12.  Online calibration This is for all raters. Raters use the PLDs to rate students in each language domain. Raters have three opportunities to calibrate on assigned grade cluster.
  11. 11. Training and Calibration Grade Clusters TEA 11  Raters must know their assigned grade cluster to select the appropriate online training.  Raters should consult with their campus testing coordinator if they are unsure of their assigned cluster. Grade Clusters Grades K–1 Grade 2 Grades 3–5 Grades 6–8 Grades 9–12
  12. 12. Raters with Students in Multiple Grade Clusters within Grades 2–12 TEA 12  Raters are required to train and calibrate in the cluster in which they have the most ELLs.  As a best practice, these raters should also review online basic training course practice activities in the additional cluster(s). Example: A grade 2–5 ESL teacher has most of her ELLs in grade 3. She must complete training and calibration in grades 3–5. As a best practice, she should review the online practice activities for grade 2 to check her readiness to apply the rubrics appropriately.
  13. 13. Raters with Students in Multiple Grade Clusters that Include Grades K–1  Because of differences in the instructional content and rating rubrics, these raters must complete training and calibration for K–1 and at least one other cluster in 2–12.  Raters with more than one additional cluster should train in the cluster in which they have the most ELLs.  As a best practice, these raters should also review online basic training course practice activities in the additional cluster(s). TEA 13 Example: A grade 1–3 ESL teacher has most of his ELLs in grade 2. He must complete training and calibration in grades K–1 and 2. As a best practice, he should review the online practice activities for grades 3–5 to check his readiness to apply the rubrics appropriately for his 3rd grade students.
  14. 14. When and where do raters take the online training? TEA 14  Depending on campus arrangements, raters may either complete training and calibration during school hours, after school, or on weekends.  The online training system allows raters to access the training from any computer that meets the minimum system requirements. It is a violation of state assessment procedures to record, discuss, or share answers to the rating practice and calibration activities. Prior to accessing the online courses and calibration activities, raters are required to read an online statement and affirm that they will complete the rating activities independently.
  15. 15. Why is calibration necessary? TEA 15  Calibration helps ensure that raters have adequate training, including ample practice and feedback, before they assess their students in the spring.  Calibration ensures that raters clear their heads and consider only the elements of student performance included in the PLDs.  Calibration supports assessment validity and reliability and is an important part of holistically scored assessment processes.
  16. 16. Preparing for Calibration Sets TEA 16  New raters must complete the online basic training course before beginning calibration.  All raters have the option to review the online basic training course (which includes practice rating activities) before beginning calibration.
  17. 17. Other Things to Know About Calibration TEA 17  Raters affirm online that they will keep the contents of the calibration sets secure and confidential.  Calibration activities are taken from a bank and randomized. Trainees will rate different sets of students.  Raters can work at their own pace, go back and review students, and change ratings as they work.
  18. 18.  Raters can exit and return later to finish. They click a “submit” button when they are finished with a set.  After completing a calibration set, raters immediately see results. Results show both the rating assigned by the rater as well as the correct rating.  Raters see annotations explaining the correct ratings. Raters should use the annotations to go back and review any incorrectly rated students. TEA 18 Other Things to Know About Calibration
  19. 19. Is calibration a test? No, it is a training method that ensures that raters have enough guidance, practice, and support to assess students consistently and accurately. TEA 19
  20. 20. Will raters be able to refer to any resources during calibration activities? TEA 20 Yes, raters should use their rating rubrics (PLDs) and refer to, as needed, information from the:  online basic training course  holistic rating PowerPoints produced by TEA  TELPAS Rater Manual  Educator Guide to TELPAS After raters have completed calibration activities, they must destroy all notes taken about specific student profiles.
  21. 21. How many students must be rated successfully? To be successful, raters need to rate students in their assigned grade cluster with at least 70% accuracy. TEA 21
  22. 22. Supplemental Holistic Rating Training TEA 22  Raters not successful after sets 1 and 2 must receive supplemental training.  The rater will meet with a district-appointed supplemental support provider.  After the rater has received supplemental training, he or she will be able to access the third and final calibration set.
  23. 23. Recap of Calibration Process TEA 23  There are 3 sets of 10 students.  Raters who calibrate on set 1 are done.  Raters who don’t calibrate on set 1 go on to set 2. Raters who calibrate on set 2 are done.  Raters who don’t calibrate on set 2 receive supplemental training.  Raters attempt third and final calibration set.  Raters who calibrate on set 3 are done.
  24. 24. What happens if a rater is unsuccessful in calibrating? TEA 24 Two outcomes are possible for individuals who complete the calibration activities but are not successful:  The district may choose not to assign the individual to be a TELPAS rater.  If the individual is needed to serve as a rater, the district must implement rater support procedures to ensure that the rater’s students are evaluated consistent with the rating rubrics. Individuals are not authorized to serve as raters unless they complete the required training components.
  25. 25.  Raters who take the basic training course get a certificate from the online TrainingCenter after completing the course components.  Raters will receive a certificate of successful calibration when they calibrate. TEA 25 Course and Calibration Certificates

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