OTES 2.0 for World Languages and Cultures

Teachers and schools receive feedback that helps them ensure high-quality teaching and learning through the Ohio Teacher Evaluation System. More information and resources on OTES 2.0 will be added as they are available. Please check back for updates.

Visit the main OTES 2.0 page for general guidance for all content areas.


Frequently Asked Questions for OTES 2.0 and HQSD for World Languages and Cultures

Find answers to many of the questions about OTES 2.0 and High-Quality Student Data for world language teachers.
FAQ for World Languages and Cultures

For additional questions, please contact Kathleen.Shelton@education.ohio.gov.

High-Quality Student Data Instruments for World Languages and Cultures

Choosing and using high-quality student data (HQSD) to guide instructional decisions and meet student learning needs is key in making sound instructional decisions for students. The teacher evaluation will use at least two measures of district-determined high-quality student data to provide evidence of student learning attributable to the teacher being evaluated. HQSD may be used as evidence in any component of the evaluation where applicable.

Additional Information and Resources for HQSD for World Languages and Cultures

The proficiency rubrics created by the Ohio Department of Education are HQSD instruments that were reviewed by local and national experts and are appropriate for evaluating Integrated Performance Assessments (IPAs), skill-specific assessments, portfolio items and other pre/post-assessments.

The Department's proficiency rubrics allow teachers to measure and show evidence of student learning or progress toward the standards for the purpose of OTES 2.0, provided the local or vendor assessments are aligned to and measure the criteria on the Department's proficiency rubrics.  These rubrics:

  • provide the criteria to include in local assessments or portfolio items
  • align to Ohio's Learning Standards for World Languages and Cultures
  • align to Novice Mid through Advanced Low proficiency levels
  • show incremental growth by dividing each proficiency level into sublevels, such as Novice High 1, 2 or 3
  • inform instruction by showing how students can "level-up" their intercultural and communication skills

Student portfolios provide teachers the opportunity to demonstrate how their knowledge and skills result in improved teaching practices and student learning.* Local districts are responsible for decisions regarding the student portfolio process, such as specific timelines and selection of reviewer (American Institute for Research, 2021). 
The Department's proficiency rubrics can be used as the HQSD instrument to score items in student portfolios for world languages. The portfolio will include:

  • evidence of student learning or progress using portfolio items that are aligned to the state standards and scored with the Department's proficiency rubrics
  • items for intercultural, interpretive, interpersonal, and/or presentational communication skills
  • examples of teacher feedback and student reflection that support student learning and growth
  • teacher reflections on how the portfolio data was used to inform and adapt instruction to increase student learning
*A presentation on portfolios for world languages can be found on the Ohio Building Bridges webpage.​
Schools and districts may approve the use of locally created assessments as measures of HQSD provided the measures have been vetted to ensure they meet the criteria identified on the HQSD Guidance Tool. Locally created world language assessments for HQSD include intercultural and communicative tasks for reading, listening/viewing, writing, speaking/signing, and/or interpersonal conversations. These assessments align to the state standards and do not test discrete vocabulary or grammar.
The Department's proficiency rubrics can be used as the HQSD instrument to evaluate assessments, provided the assessments measure the criteria outlined in these rubrics. Assessments for HQSD could include:
  • Integrated Performance Assessments (IPA) 
    • An IPA includes intercultural tasks for interpretive, interpersonal and presentational communication, integrated across a thematic focus. IPAs do not test discrete vocabulary or grammarSample IPAs are available to serve as a model for teachers to follow.
  • Summative Assessments, Presentations or Projects
    • Summative assessments include performance-based tasks such as oral presentations and interviews; projects; comprehensive listening, viewing or reading assessments; comprehensive writing, speaking or signing assessments; pre/post-assessments; and semester or final exams. These assessments do not test discrete vocabulary or grammar.

The Ohio Department of Education has a list of assessments that are pre-approved as measures of high-quality student data for OTES 2.0. This Approved Vendor List can be found on the Department's website. Whereas there are currently no world language vendor assessments on this list, districts may still choose to use a vendor assessment that is not on the approved list. See questions 9 and 10 on the High-Quality Student Data FAQ document.
Vendor assessments for HQSD must be proficiency-based and aligned to Ohio's Learning Standards for World Languages and Cultures. Vendor assessments for HQSD that include testing of discrete vocabulary or grammar points do not align to the Ohio learning standards and do not provide high-quality student data as defined in OTES 2.0.  A list of vendor assessments for the Ohio Seal of Biliteracy is available, but these tests must be approved at the local level before being used for HQSD for OTES 2.0.
Teachers should take into consideration that as students advance in their language proficiency, a standardized pre-and post-assessment used during the instructional period for HQSD might not provide evidence of the incremental growth that occurs within each proficiency level. Teachers can use other high-quality student data to support the evidence from the vendor assessment.



Last Modified: 8/11/2022 12:12:36 PM