“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???

SELF QUIZ

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 pre-advanced 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”

• 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

[Amanda]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

EXAMPLE: Leyendas de Mexico“La bella doncella de la laguna…”

[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

not?

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???

2nd SELF QUIZ

SUGGESTIONS?

COMMENTS?

Ideas?

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