THE INTEGRATED PERFORMANCE ASSESSMENT
Twenty Years and Counting
November 29, 2023
LEARNING TARGET SUCCESS CRITERIA
We are learning about IPAs – Integrated Performance Assessments – by studying the ACTFL IPA book.
I know I’m successful when
PART 1: �A BRIEF HISTORY
ACTFL PROFICIENCY GUIDELINES + OPI (1982)�ACTFL PERFORMANCE GUIDELINES FOR K-12 LEARNERS (1998)�ACTFL PERFORMANCE DESCRIPTORS FOR LANGUAGE LEARNERS (2012)
The provisional guidelines and OPI heralded a shift in instructional focus from “what” was taught to “what outcomes” learners could accomplish.
These descriptors define performance outcomes in terms of
NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING IN THE 21ST CENTURY (1996,1999,2006)� - THE FIVE CS
Re-conceptualized several traditional aspects of language study
1. broadening the definition of the content…
2. the depiction of communication in terms of three modes…
3. an anthropological view of culture…
A NEW PARADIGM FOR PLANNING AND TEACHING (2010 STUDY)
focuses on what they (students) should know and be able to do with the language and how they should be activity engaged in learning and constructing meaning in real-world contexts beyond the classroom setting
SOMETIME BETWEEN 2010-2014
ASD provides Monday early outs and encourages creation of content collaboration teams.
THE ACTFL IPA 2015 SECOND PRINTING �IMPLEMENTING INTEGRATED PERFORMANCE ASSESSMENT�
“What has heretofore been missing for instructors, however, was a valid way of measuring student progress toward standards within a proficiency-based instructional context.”
“Assessment is something we should do with students rather than to them.”
SOMETIME AROUND 2018
ASD World Language teams land in IPAs.
�WHAT A GREAT IDEA !
page 19, right column, paragraph 1
“Instructors can form communities of practice with their colleagues in which they learn about the IPA together and then collaborate in the development and implementation of IPAs.”
PART 2: �THE INTEGRATED PERFORMANCE ASSESSMENT
INTEGRATED PERFORMANCE ASSESSMENT
WHY WAS THE IPA DESIGNED?
page 22, column 1, paragraph 1
BIG IDEA DISCUSSION PROTOCOL
BIG IDEA 1: EDUCATIVE TESTS (WIGGINS, 1998)��
Those that improve the performance of both learner and teacher.
They must feature authentic tasks, or those that mirror the tasks and challenges encountered by individuals in the real world.
BIG IDEA 2: SEAMLESSNESS
page 19 #5
“The IPA framework supports a seamless connection between instruction and assessment.”
page 6 last sentence
“Finally, it represents a visionary approach for integrating teaching, learning, and assessment in a seamless and inclusive manner so that these elements work in concert together to foster classroom learning. “
BIG IDEA 3 : STANDARDS-BASED INSTRUCTION
page viii last paragraph
“I use the IPA to inform my curriculum design on a day-to-day basis because it helps me implement standards-based instruction.”
BIG IDEA 4: THE WASHBACK EFFECT
page 22, right column, first paragraph
“The results of the initial IPA project illustrated that the IPA had a “washback effect” on instruction – that is, it prompted teachers to modify their classroom practices to enhance their students’ performance.”
Read the washback effect section on the handout.
BIG IDEA 5: BACKWARDS DESIGN�
Current research calls for assessment practices whose primary purpose is to inform teaching and learning.
Read page 4, column 2, paragraph 1
Essential standards
Formative assessments
Learning activities
Pyramids
Learning ladders
Learning sequences
Teacher feedback
Student self-reflection
BIG IDEA 6 : FEEDBACK
Page 18, column 2, paragraph 2
“Feedback is an integral part of IPA assessment, since the main purpose or function of the assessment is to improve language performance across the modes of communication.”
What does this mean?
What does this look like on our teams?
THE SECOND EDITION (2013 +) WAS A CATALYST FOR NEW RESEARCH.�WHAT DID THEY FIND OUT?
Choose a group of 4.
Read one of the sections below.
Share important details with your group.
INITIAL SUCCESSES AND CHALLENGES:�THE FIRST DECADE OF IPA RESEARCH
SUCCESSES
CHALLENGES
KEY LESSONS FROM 20 YEARS OF IPA RESEARCH
The IPA
Continued professional development is needed since
In all cases, making the shift toward the IPA has involved ongoing support for and reflection on implementation of the IPA. Such professional development not only supports the work of designing and implementing IPAs, but also promotes use of a full range of practices for effective world language instruction.
THE INTEGRATED PERFORMANCE ASSESSMENT
Twenty Years and Counting
February 28, 2024
LEARNING TARGET SUCCESS CRITERIA
We are learning more about IPAs – Integrated Performance Assessments – by studying the ACTFL IPA book.
I know I’m successful when
DISCUSSION 1: �BACKWARD DESIGN
Page 30, right column, first paragraph
“Backward design provides a framework for the planning and implementation of instruction that is linked to the standards and the authentic performance tasks of the IPA .”
What does this mean?
What does this look like on our teams?
DISCUSSION 2: �IPA INTERPRETIVE TASK BEST PRACTICE
Study Appendix D-3 (pages 152-154) and Figure 2.2 (handout).
1. Should we simplify parts of the interpretive source?
2. Should we simplify parts of the interpretive task?
3. Should we eliminate parts of the interpretive task?
Complete interpretive tasks are designed to connect literal (bottom up) and interpretive (top down) comprehension skills as done in reading/language arts
IPA INTERPRETIVE TASK BEST PRACTICE
Handout page 12, right column, paragraph 1
“In the feedback phase after the interpretive tasks have been done, students should be given an opportunity to analyze how accurate their contextual guessing was.”
Page 9, right column, paragraph 3
“Learners complete the interpretive task using a comprehension guide that supports them in obtaining information. The information acquired in the interpretive task is necessary for learners to be able to complete the interpersonal task.”
What does this look like on our teams?
IPA INTERPRETIVE TASK BEST PRACTICE
Page 39, left column, last paragraph
“In sum, preparing learners to comprehend and interpret an authentic text in the IPA requires using a number of instructional strategies that will give them confidence in dealing with the target language in its authentic form.”
INVESTIGATION: NEW INTERPRETIVE GUIDES
Page 9, column 2, paragraph 3
“New in this third edition is the inclusion of three different comprehension guides – one for interpretive reading, interpretive listening, and interpretive viewing.”
Let’s look!
What does this look like on our teams?
DISCUSSION 3: �IPA INTERPERSONAL TASK BEST PRACTICE
Page 34, left column, paragraph 3
“During an interpersonal task, two learners exchange information with each other, expressing feelings, emotions, and opinions about the theme or task. Each of the two speakers comes to the task with information that the other person may not have, thereby creating an information gap, or a real need to provide and obtain information through the active negotiation of meaning.”
DISCUSSION 4: �IPA PRESENTATIONAL TASK BEST PRACTICE
Page 43, right column, last paragraph
“In the presentational task learners communicate a message to an audience of listeners or readers. …presentational communication is referred to as one-way communication. …These products are often the culminating phase of the IPA and build upon the interpretive and interpersonal tasks.
Page 44, left column, first paragraph
“The rubrics used to evaluate presentational communication include the criterion of impact, which refers to the degree to which the message maintains the attention of the reader or listener.
DISCUSSION 5:�IPA RUBRICS
What do you notice about the interpretive rubric (page 158) as opposed to the interpersonal rubrics (page 161) and presentational rubric (page 174)?
IPA RUBRICS = FEEDBACK
Read the purpose of rubrics on your handout (page 1).
Reread #2.
“Feedback is an integral part of IPA assessment, since the main purpose or function of the assessment is to improve language performance across the modes of communication.”
“The IPA is predicated on an Understanding by Design approach in which learners understand the criteria and standards for the tasks they are striving to master before they are asked to perform. This model features a cyclical approach to second language learning and development, in which learners perform, practice and receive feedback before, during and after the IPA.”
What does “feedback to learners” look like on our teams?
POSSIBLE GOALS FOR TEAMS
REFLECTION AND GOALS�SURVEY