Among many things that make AAPPL the Gold Standard for measuring performance toward proficiency is how it’s scored: student spoken and written submissions are evaluated by ACTFL-certified raters using rigorous protocols, so educators can trust the results and use them with confidence. Below, an AAPPL rater shares what it’s like to earn certification, stay calibrated, and score with a “what students can do” mindset.
Read more: Are You Truly Assessing Proficiency? Revised ACTFL Proficiency Guidelines.
What made you want to become an AAPPL-certified rater?
When I first saw the opportunity to apply to become an AAPPL-certified rater, I jumped at it because I am always on a quest to be a better educator, and in my work with world languages, that means deeply understanding each proficiency level and next, how to articulate reaching the next level. Working in curriculum, I miss hearing students along the proficiency journey, and it is a joy to have the opportunity to hear and read what students can do as they are in the process of acquiring another language.
How does rating keep you aligned with the ACTFL Proficiency Guidelines, and what does that accountability look like in practice?
Being an AAPPL-certified reader pushes me constantly to be sure I am fully aware of and constantly aligned with the ACTFL Proficiency Guidelines. This steady and important accountability keeps me on my toes and never allows me to become complacent with my understanding. It gives me access to so many varied and unique student responses that I am challenged and responsible for being in touch and calibrated in addition to yearly training. It also holds me accountable to focusing on what students can do.
How would you describe the rater certification process to someone considering it?
The rater certification process is clear yet nuanced. The variety and number of student samples allow raters to examine what the criteria mean in many different outcomes, and the opportunity to discuss and compare with other raters means your thinking is refined and articulated.
What would you say to students who feel nervous about being assessed, especially on interpersonal communication?
I think it is important for students to know that the raters are listening for everything that they CAN do. Raters are honest, but they are also the students’ biggest cheerleaders (in addition to their own teachers, of course!). Students can be sure that the AAPPL raters are going to recognize every skill that they have shown. I would encourage them to relax and express what they can think of as well as to be the best communicators they can be by sharing details and asking questions. The raters are listening and looking!
Why do you recommend that educators become AAPPL-certified raters, and how does it change their teaching?
For educators, I highly recommend becoming an AAPPL-certified rater. The experience and skills learned in the process directly impact classrooms. When there is deep clarity about every step along the proficiency journey, we can better meet students where they are and prepare them for the next step on their journey without skipping any. The great news is that AAPPL does not have a quota, so you can rate when and where you are able during the time you have available. Rating even 1-5 samples a day provides a great basis to stay sharp.
You cite “teacher clarity” as a big reason proficiency assessment matters. Can you explain that connection?
Proficiency-based assessments like AAPPL are so important to educators because they provide true clarity about where students are. According to John Hattie (2009), teacher clarity involves making sure that both teachers and students clearly understand the goals of a lesson and what it means to achieve them. This clarity is demonstrated when both can effectively answer key questions, such as: What am I supposed to be learning? Why am I learning it? How do I know that I have learned it?
According to Hattie’s research, teacher clarity is highly effective with an average effect size of 0.75. Not to nerd out too much, but that means teacher clarity results in almost twice the average effect size of one year of formal schooling (0.40). While I’m at it, I’ll make another plug for continuous educator growth and certifications, such as AAPPL rater certification, because teacher credibility has an average effect size of 0.90; in other words, more than double! If students have access to their results, that can also contribute to helping them set “appropriately challenging goals” with an average effect size of 0.59. Math is definitely not my strongest subject, but these numbers are pretty clear to me!
AAPPL gives you results you can stand behind. To bring AAPPL to your program, contact us today.
References:
Hattie, J. A. C. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge: New York, NY.
