Intergrated Perfomance Assessment REVISED presentation.pptx

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1. INTEGRATED PERFORMANCE ASSESSMENT (IPA) Name Course Date

2. Agenda Introduction to Integrated Performance Assessment (IPA). Theoretical Framework of IPA. Three Modes of Communication in IPA. Interpretive. Interpersonal. Presentational. How to Use IPA. Importance

3. Introduction to Integrated Performance Assessment (IPA). IPA is a Classroom-based assessment model developed by ACTFL. Evaluates students ' language use in three communicative modes as per the World-Readiness Standards for Learning Language guidelines . Provides comprehensive assessment of a student’s language proficiency (Troyan s118).

4. ACTFL Communication Standard: Three Modes of Communication

5. Theoretical Framework of IPA IPA assessments are suitable to measure learners’ expertise to produce language that demands mastering important skills and proficiency ( Adair‐Hauck et al. 370 ). IPAs have a typical structure, with interpretive tasks first, followed by interpersonal and presentational tasks, which may be in either order . This gives it three major Practical phases which are Interpretive communication phase, Interpersonal communication phase and Presentation communication phase. (COBALTT modules)

6. Interpretive Phase of IPA It is the first phase of language learning in IPA Major tasks include reading an authentic text or listening to audio or dialogues, which they need to understand and analyze The method of assessment may require students to answer questions from summarized ideas and draw conclusions from information presented in the materials It assesses the learner skills on interpreting authentic materials in a particular language

7. Interpersonal Phase of IPA Interpersonal communication is a two-way mode of interaction on real-life topics. In this phase, students are engaged in oral or written communication on specific topics. Conversations are real-time and entail the exchange of spontaneous information. Students build understanding and self-expression to communicate with others meaningfully in real-life situations effectively . Interpersonal activities involve one on one interactions between individuals. They include group discussions, team building activities, role playing, social gatherings among others which can vary widely depending on the context and purpose.

8. Presentational phase of IPA This phase assesses students' ability to produce and convey a message using the language to an audience (Adair‐Hauck et al. 370 ). Presentational tasks build the student's ability to produce language to convey a message or information. This phase provides a platform for individuals or groups to display their expert abilities and knowledge in a particular profession.

9. How to Use IPA IPAs judge how well students apply what they know in different situations and how they apply one task to the performance of another It is thus a complex process with the following steps. Identify theme or content areas aligning with the course and three IPA phases. Development of tasks that reflect each mode of SPA. Administrations of tests ensure adequate time allocation for each. Evaluation to test linguistic accuracy, fluency, and appropriateness in each mode of communication. Assessment feedbacks. Note: Assigning a grade for an IPA should follow rubrics tied to authentic tasks (Madison 101).

10. Importance of IPA The alignment of IPA with SPA standards establish a comprehensive overview of student proficiency. Clear framework for efficient language learning. Facilitate the cultivation of authentic language use. Enables the development of language skills and expertise in real world contexts. Guided by the guidelines ,instructors establish clear objectives to be met to achieve a certain goal. To demonstrate linguistic competence and performance students make use of language skills. According to Sedor (172), Feedback in IPA fosters awareness of self-reflection and performance.

11. Conclusion IPA exists as a critical tool for language proficiency studies. Its three major dimensions align with Standards for Language Learning (SPA ) Teachers gain valuable insights in designing tasks connecting students to real-world situations through its framework. IPA provides opportunities to engage in meaningful language tasks for effective learning.

12. References Adair‐Hauck, Bonnie, et al. "The Integrated Performance Assessment (IPA): Connecting assessment to instruction and learning." Foreign Language Annals 39.3 (2006): 359-382. https://doi.org/10.1111/j.1944-9720.2006.tb02894.x COBALTT modules. “Integrated Performance Assessment: Adapting the Model for CBI.” COBALTT Modules: Assessment - IPA for CBI, https://carla.umn.edu/cobaltt/modules/assessment/ipa/index.html. Sedor, Nicole. "Integrated Performance Assessment (IPA): Implementation, task types, and feedback." Foreign Language Annals (2022). https://doi.org/10.1111/flan.12661 Troyan, Francis J. "Standards for foreign language learning: Defining the constructs and researching learner outcomes." Foreign Language Annals 45.s1 (2012): s118-s140. https://doi.org/10.1111/j.1944-9720.2012.01182.x