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TELPAS Writing Collection Overview 2009-2010 Texas Education Agency Student Assessment Division ©2009 TEXAS EDUCATION AGENCY ALL RIGHTS RESERVED.

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Presentation on theme: "TELPAS Writing Collection Overview 2009-2010 Texas Education Agency Student Assessment Division ©2009 TEXAS EDUCATION AGENCY ALL RIGHTS RESERVED."— Presentation transcript:

1 TELPAS Writing Collection Overview Texas Education Agency Student Assessment Division ©2009 TEXAS EDUCATION AGENCY ALL RIGHTS RESERVED.

2 Basis for Writing Ratings  Raters of students in grades 2–12 base writing ratings on the contents of collections of students’ writing.  Additional classroom observations are not used.

3 Goal in Assembling Writing Collections To make sure the collections portray the students’ overall English language proficiency

4 Writing Activities TELPAS writing samples should be taken from authentic classroom activities grounded in  content area TEKS  ELPS

5 5 February 1, 2010  Writing assigned on or after February 1, 2010, may be considered.  Writing samples may continue to be gathered until the date designated by the district to complete the collections in order to submit the ratings.

6 Samples Required  At least 5 total samples are required in each collection.  In each collection there must be - at least 1 narrative about a past event - at least 2 writing samples from math, science, or social studies

7 7 Some Eligible Types of Writing  Descriptive writing on a familiar topic  Writing about a familiar process  Narrative writing about a past event  Reflective writing  Other extended writing from language arts classes  Writing assignments from science, math, and social studies classes This is not an exhaustive list.

8 8 Papers Not to Include  Papers containing copied language  Papers in which student relies heavily on resources (dictionary, thesaurus, etc.)  Papers showing teacher comments and corrections  Worksheets, question-answer assignments, TAKS written compositions  Papers that have been polished with help from peers or teachers  Papers written primarily in student’s native language  Papers that are brief, incomplete, or rushed

9 9 Building Collections  Strive to gather more than 5 writing samples for each student.  Choose at least 5 samples that meet the criteria and are most reflective of the student’s current proficiency level.  If a student is near the border between two proficiency levels, it is a good idea to gather samples from as late in the window as possible to give the student a chance to demonstrate the full extent of the proficiency level attained.

10 10 Building Collections  Collections should contain some papers in which students showcase English they know and feel comfortable using. “Comfort zone” writing is especially important for students at lower proficiency levels.  Collections should also include papers in which students are stretched and pushed beyond their comfort zone so you can show, for example, that a student is at one level but not yet at the next (intermediate but not yet advanced, advanced but not yet advanced high).

11 11 Building Collections  The papers you assemble need to help you determine and justify your ratings. They must give you evidence to say, “I know the student is at least at X proficiency level because of these characteristics in his or her writing. I know the student is not yet at this next proficiency level because of these other characteristics in his or her writing.” Reminder: The characteristics you consider must come from the PLDs.

12 12 Tips  What is acceptable to include in a collection may depend on the student’s proficiency level.  Students who are capable of expressing themselves in English in a detailed, extended way should.  Raters need to consider students’ English- language limitations in determining whether papers are too brief to be included.

13 13 Tips  Avoid overloading a collection with math, science, or social studies expository writing. Narratives and other writing from language arts need to be represented.  Avoid overloading a collection with familiar, “comfort zone,” nonacademic writing.  Collections should show what the student knows and can do as well as what the student struggles with in second language acquisition.  Remember, build the collections to portray the student’s overall ability to communicate in writing in English.

14 14 Beginning Level  The ELPS require ELLs of all proficiency levels to learn to write in English.  It is not acceptable for writing collections of students at the beginning level to include samples written primarily in the native language. Such samples are not evidence of English writing proficiency.  Writing tasks of these students should be adapted to their needs. Their writing in English will likely be formulaic or memorized, include recently practiced vocabulary, lack detail, etc.

15 Campuses follow procedures outlined in the TELPAS administration manuals to ensure that the writing collections are assembled correctly and include the necessary number and types of writing. These manuals are issued in the spring. Verification of Collection Contents

16 16 Handout with More Details  Read the handout from your training binder on how to assemble writing collections.  This information is also in the TELPAS manual raters receive prior to the spring assessment.


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