Using the Rater Training Modules
“[Proficiency] is the ability to deliver and receive communication that is situationally appropriate…”
When teachers consider proficiency-oriented language instruction, their focus is on a framework rather than on a teaching methodology. Proficiency in a language refers to an overall ability to use the language, rather than mastery of a specific curriculum.
In-depth information about the implications for developing curriculum, instruction and assessment in a proficiency-oriented language program can be found in the Minnesota Articulation Project's POLIA handbook.
About the Modules
The rater training for proficiency modules were designed to provide teachers an online opportunity to explore and engage in hands on practice in rating for proficiency (detailed readings and information on "Teaching for Proficiency" can be found in: "Standards, Philosophies & Assessment" chapter of the Proficiency-Oriented Language Instruction and Assessment: A Curriculum Handbook for Teachers).
Benefits to Teachers
Completing the modules supports teachers in:
- Building understanding of student performances across levels
- Establishing common assessments across languages
- Informing curriculum, instruction and assessment descriptions across levels
- Validating the quality of the world language program through use of the MLPA (Minnesota Language Proficiency Assessments)
- Understanding the range of performances targeting the definition of Intermediate-Low (IL) for writing and speaking and Intermediate-Mid (IM) for writing as defined by the ACTFL Proficiency Guidelines
- Awarding World Language Proficiency certificates to students who succeed on the MLPA in Minnesota and states that offer certificates for proficiency in secondary schools
Using the Modules
- Teachers evaluate actual student responses to CoWA (Contextualized Writing Assessment) tasks targeting Intermediate-Low and Intermediate-Mid of the ACTFL Proficiency guidelines and listen to student responses to the CoSA (Contextualized Speaking Assessment) tasks that target Intermediate-Low. Both levels are rated with a holistic rubric. Teachers then compare their responses to ratings provided by two trained raters. The ratings provide comments on each of the criteria and the reason for the final ratings of the student's writing or speaking.