Transcript What is the Integrated Performance Assessment (IPA)? 1. A

“Integrated Performance
Assessments  Moving Up ↑”
9:00 session
Central Corner Presenters:
Patrick Braun, Kate Gilbert, Melissa Hughes
Amanda Hildebrandt, Michelle Murray
WHAT IS AN IPA???
CURRENT approaches to
assessment emphasize:
• Standards-based, contextualized, and
performance-based assessment
• Where learners use their repertoire of
knowledge and skills to create a product or a
response
To design any performance assessment task:
•Contextualize the task.
•Aim to design “meaningful” tasks that are
interesting to the learner and
relevant/practical.
•Design performances, not drills.
•Build tasks backwards from the models and
scoring criteria (Students should know the
target and standard in advance)
What is the Integrated Performance Assessment (IPA)?
1. A cluster assessment featuring three tasks, each of which reflects one
of the three modes of communication--Interpretive, Interpersonal and
Presentational.
2. The three tasks are aligned within a single theme or content area,
reflecting the manner in which students naturally acquire and use the
language in the real world or the classroom.
3. Each task provides the information and elicits the linguistic interaction
that is necessary for students to complete the subsequent task.
4. IPAs are designed for students at the novice-, intermediate-, and preadvanced levels of proficiency.
5. They are standards-based; performance-based; developmental in
nature; integrative; designed to be used with scoring rubrics that rate
performance in terms of whether it meets expectations, exceeds
expectations, or does not meet expectations for the task
(www.actfl.org)
EXAMPLES: OUR IPAs
•
•
•
•
•
Melissa
Patrick
Kate
Amanda
Michelle
[MELISSA] Intermediate IPA
• “Jour de la Terre” theme
• Interpretive Task:
– Students will listen to a song about giving thanks to the
planet for all that it has given us and answer
comprehension questions.
• What is the main idea in this song?
• What does the narrator say that she would do if someone tried to
harm the planet?
• Put a check mark next to the following statements that are true
about this song.
• Define what you think the following words mean based on the
context of the song and where they are located in text.
• Inferencing: who do you think the narrator is? What is her
purpose?
Intermediate IPA
• Interpersonal Task:
– Students will share their ideas about the
environment and gather information/quotes for
the letter.
•
•
•
•
•
What is special about Michigan? Traverse City?
What do you like most about the planet? Why?
Are there areas in our region that need improvement?
Are you scared about the future of our planet?
What do you think society should do in order to help
our planet?
Intermediate IPA
• Presentational Task:
– Write a page-long letter to your mayor about what he or
she should do in order to help our environment. What
kinds of programs do you think should be implemented so
that society takes saving the planet more seriously?
• At least three initiatives that the mayor should make
and why (think about “si clauses”)
• At least one quote from your partner
• Remember who your audience is; keep it formal!
[PATRICK]
“Conociendo a nuevos amigos”
• By the end of this unit, you will be able to…
– Read, comprehend, and interpret an article about friendship written in
Spanish.
– Meet a person for the first time, and get to know them using a variety
of memorized and invented questions and answers.
– Write a letter explaining why a friendship would or would not be
feasible between you and another person.
“Conociendo a nuevos amigos”
• Assessment Tools:
– Interpretive Assessment: Article “Cómo ser un
buen amigo” with comprehension guide.
– Interpersonal Assessment: Contextualized
conversation.
– Presentational Assessment: Write a letter about
why you can/cannot be friends.
“Conociendo a nuevos amigos”
• Useful Linguistic Tools:
– Review from last year:
•
•
•
•
•
Greetings and goodbyes
Basic questions and answers. (What is your name?)
Description words, and adjective rules.
Describing likes and dislikes.
Forming complex sentences.
“Los escritores”
• By the end of this unit, you will be able to…
– Read, comprehend, and interpret fictional stories in Spanish written in
the past…
– Produce a children’s book, complete with illustrations, using the
Preterit and Imperfect grammar forms…
– Discuss the characters, actions, and ideas about yours and a
colleague’s stories, using the Preterit and Imperfect grammar forms…
“Los Escritores”
• Assessment Tools:
– Interpretive Assessment: Book “Cuándo yo era
niña” with comprehension guide.
– Interpersonal Assessment: Contextualized
conversation.
– Presentational Assessment: Produce a children’s
book written in the past.
“Los escritores”
• Useful Linguistic Tools:
– Review:
• Simple questions. (What is your name?)
• Preterit.
– New material:
• Reaction phrases.
• Imperfect.
[KATE] Interpretive
•
You have won a trip to Isla Mágica in Seville, Spain! Before you go, you need to
plan your trip and what you will do. Your job is to search the website for helpful
information and to create a plan for your trip. Next, you will need to speak to a
travel agent about planning your trip. Finally, once you have taken your trip, you
will write a letter to your favorite Spanish teacher (Señorita Gilbert, of course!)
telling her all about it!
•
Wednesday (Day 1): (Interpretive) Complete the attached sheet of questions
about the theme park that will help with useful information for planning a trip.
–
–
–
–
•
Questions answered in English.
Explored travel options, different parks
Ranked favorite themes and planned what they wanted to do
Found information (hours, prices, etc) from the website.
***Remember! This is to see where your level of Spanish is. Don’t worry too
much! I will help you as much as I can! Just relax and show me what you can do!
Interpersonal
• Thursday (Day 2): (Interpersonal; speaking) Students will come up in
pairs to perform a speaking task. One student will be the travel
agent and one will be the person planning a trip. You will have
prompts, but will take turns asking each other questions. Here’s
the catch: you won’t know which role you’ll get until it’s your turn.
You will, however, be provided with all of the information you need.
• Information Gap Activity
• Information was used from the website, but written down (in
English) for students to use.
• Two students and I at a table working while others did another
internet WebQuest
• A lot of prompting
• I wouldn’t do it this way again
Presentational
• Friday (Day 3): (Presentational; writing) You
will write a letter to Señorita Gilbert about
your AWESOME trip! You may use your notes,
your book, and a dictionary, but nothing
electronic and no classmates.
• They were best at this!
• Took the entire period (72 minutes) for most
students
Student Feedback
• Anonymous survey
• “It went better than expected” “It was fun,
but challenging” “I realized that I didn’t have a
lot of confidence really speaking” “It may have
been over scored, but thanks for that!” “Do it
more often”
[Amanda]
EXAMPLE: Leyendas de Mexico
“La bella doncella de la laguna…”
• There’s always a first time for everything…
– Mentor = IPA?
– Run with it
• Planning?
– End: Write a legend of their own
– Middle: Talk about legends
– Begin: Read a legend
EXAMPLE: Leyendas de Mexico
“La bella doncella de la laguna…”
• Results
– Difficulty with reading (edited version)
– Difficulty with attitudes
– Last couple weeks of student teaching
[Michelle] Novice IPA
• Culture/Immigration Theme
• Pre-Interpretive Task:
– Students will take a short survey
• Do you know someone who has immigrated to the United
States? What is their relationship to you?
• What can we learn from people who immigrate to the U.S?
• Who is someone famous that has immigrated here?
• What are some things that have been contributed to the U.S.
by immigrants?
• Why would someone immigrate here?
• What are struggles immigrants may have to face?
• If you were to immigrate to another country, where would
you go and why? What are struggles that you would have?
[Michelle] Novice IPA
• Interpretive Task:
– Students will watch the movie, La Misma Luna*, and
then they will answer comprehension questions. (*For
my experimental IPA, I used the Trailer and amended
the questions accordingly)
• What is the main idea?
• Describe Carlito’s struggles.
• Do you agree with Carlito’s mother’s decision to immigrate
to the U.S? Why or why not?
• Did you like the ending? What would you have changed?
• How does the relationship between Enrique and Carlito
evolve over time?
• Define: coyote, telefono, abuelita, ilegal, mural
Interpersonal Task. Students will share opinions about the mural that has been
painted in Los Angeles to represent the movie.
•
•
•
•
•
•
What parts of the movie are represented in each picture? Are
these appropriate representations?
What themes are echoed in the mural?
Were you surprised by what the artist chose to
include/exclude?
What aspect do you enjoy the most?
Why was the mural painted in L.A?
Do you consider murals to be graffiti or artwork? Why or why
Novice IPA
• Presentational Task:
– Create your own mural to demonstrate to your classmates
and the students in this school the importance of the
immigrant that has been assigned to you.
• Make sure to include: Who are they? Where are they from? Why
did they go? Where did they go? What did they contribute to our
country? When did they immigrate here?
• Include one new Spanish word that you can teach both your class
and the school
• You will have two audiences. The audience of your verbal
presentation will be your fellow 8th graders. The audience of your
mural will be the fellow 8th graders and everyone else who visits
the school. Keep this in mind when designing your mural.
IN SUMMARY:
Think about the unit you are planning
• What are your assessment targets for
Interpretive, Interpersonal, and Presentational
communication?
• How do these performance assessments
engage and motivate your students?
WHAT IS AN IPA???
nd
2
SELF QUIZ
??????
Ideas?