Target Language Input = Great Output!

Integrated Performance Assessments(IPA)

CMS Curriculum Day Workshop * August 20, 2013 * Michele Esparza, Clay Kennedy

Objectives

• By the end of the session, you will be able to– Identify the 3 modes of communication– Identify the levels of proficiency expected at the end

of various courses at CMS (level 1, 2, 3)– Describe the components of an IPA

Three Modes of Communication

Activity: Mode Sort

1. Read the Mode Sort slips with your table group.

2. Sort them using this chart:

Interpretive Interpersonal Presentational

Teachers must know student proficiency levels in order to target

instruction

5

Standards Drive Instruction

Tools for Success

Understanding of three modes of communication and the proficiency

levels of students

Designing balanced performance assessments

Knowing how to use rubrics efficiently to provide descriptive

feedback to adapt instruction

Preliminary Vocabulary

Assessment: Demonstration of learning through an activity or task

Evaluation: Judgment on mastery of objectives by using a rubric

Grading: Compilation of numbers to arrive at a grade

A Comprehensive Balanced A Comprehensive Balanced Assessment SystemAssessment System

Classroom Assessment(Formative and Summative)

Interim/Benchmark Assessments (Summative)

District/Statewide Assessments (Summative)

Aligned to State Standards

Balanced AssessmentsBalanced Assessments

Formative Formative • OngoingOngoing• FrequentFrequent• Usually briefUsually brief• Not Very FormalNot Very Formal• No gradeNo grade• Informs instruction or Informs instruction or

learninglearning

SummativeSummative• PeriodicPeriodic• Measures student Measures student

progress progress • Evaluates mastery of Evaluates mastery of

material or contentmaterial or content

Good learning Good learning tasks ARE good tasks ARE good

formative formative assessments.assessments.

Roadmap for Performance Assessment Tasks

Integrated Performance Assessment (IPA)

• Authentic• Performance-based• Related to the three modes of

communication (interpretive, interpersonal, presentational)

• Integrated • Show progress through stages of

proficiency• “Teaching to the test”

but in a positive sense . . .

IPA: A Cyclical Approach

Interpretive Communication PhaseInterpretive Communication PhaseListen to, view or read an authentic text and answer information to assess Listen to, view or read an authentic text and answer information to assess

comprehension.comprehension.

•Follow a route on a map from oral/written directions•Fill in graphs, charts, forms, graphic organizers•Check-off items in a list•Draw what is described•Put events from a story in logical order•Listen for the gist—identify main idea•Create questions from info in the piece•Compose a title or headline for a reading or listening selection

Check-off items in a list

-Info Gap -Info Gap -Socratic Circle-Socratic Circle-Select roles from a story/comic strip and have a -Select roles from a story/comic strip and have a conversation between the two characters conversation between the two characters-Blog with teens in the target culture-Blog with teens in the target culture-Share information on a social networking site -Share information on a social networking site -Make a purchase -Make a purchase -Order in a restaurant -Order in a restaurant -Obtain directions -Obtain directions -Converse face to face, by telephone, Skype, -Converse face to face, by telephone, Skype, text, IM, etc. text, IM, etc. -Debate issues -Debate issues -Make plans -Make plans A memorized dialogue/skit is A memorized dialogue/skit is NOTNOT Interpersonal!!!!!Interpersonal!!!!!

Interpersonal Communication PhaseInterpersonal Communication PhaseEngage in oral communication on the topic from the interpretive text.Engage in oral communication on the topic from the interpretive text.

Demonstrate how to prepare a recipe Demonstrate how to prepare a recipe Create a guide or school/town for an exchange studentCreate a guide or school/town for an exchange studentWrite a letter of introduction to a school in the target countryWrite a letter of introduction to a school in the target countryDevelop a web page or podcast Develop a web page or podcast Design an advertisement or classified adDesign an advertisement or classified adWrite a new beginning or ending of story, song, rap, poem Write a new beginning or ending of story, song, rap, poem Solve a problem and explain your solution Solve a problem and explain your solution Take part in a TV or radio spotTake part in a TV or radio spotDesign a survey and present findingsDesign a survey and present findingsCreate a Public Service Announcement (PSA)Create a Public Service Announcement (PSA)Write Poem, Song, RapWrite Poem, Song, RapDesign a Storyboard Design a Storyboard

Presentational Communication PhasePresentational Communication PhaseStudents share research ideas and opinions pertaining to the topic from the Students share research ideas and opinions pertaining to the topic from the

interpretive text.interpretive text.

Level Interpretive Presentational Interpersonal

NoviceWhere would I like to travel?

Listen to a travelogue: match photos to each description heard.

Write a brief website description for five places of interest (where, hours open, admission, etc.

In pairs, look at five photos and discuss likes/dislikes, deciding which two places to visit on your last day in the target country.

IntermediateWhy would I choose a particular destination?

Using online resources, fill in requested information about the area you have selected to visit in the target country.

Create a commercial and a flyer to promote the region you have selected.

Discuss with a partner the places in the classmates’ commercials, deciding which will be the most exciting to visit and how you will convince the rest of your class.

Pre-Advanced(Intermediate-High)

How could travel help my career options?

Investigate places for study, travel, or work in the target country; indentify how they would be helpful to four careers you are exploring.

Evaluate with a partner the career advantages you could gain by studying, traveling, or working in the target country.

Write a letter to apply for an internship, explaining how the experience will fit into your career plans, and how you have prepared for it.

AdvancedHow does travel change the way I look at the world?

Discuss stereotypes of the target culture that you know you see differently now; identify ideas you want to investigate while in the target country.

Write a newspaper editorial explaining one U.S. cultural phenomenon that is likely to be misinterpreted by tourists from the target country.

Read a work of literature with a strong sense of place; describe the cultural influences shaping the main idea or conflict.

Unit Level Performance AssessmentsWhat makes the right travel destination for me?

Interpretive taskInterpretive task Presentational taskPresentational task Interpersonal taskInterpersonal task

Students will visit a travel website written in the target language for their selected country. They will demonstrate their understanding by responding to questions.

Students will use the information from the interpretive task to create a travel brochure for their selected country. In their brochure, they will include information about setting and possible activities, as well as pictures or graphics to support the text.

Students will visit the “travel agent” (teacher) and describe an ideal travel destination they would like to visit. They will need to ask and answer questions about several options presented to them in order to choose a destination and make appropriate reservations.

Level 2 Unit 4 “Oh the places you go”This IPA assesses these goals:1.I can talk about where I am going, how I will get there, and what I will do. 2.I can make travel reservations3.I can describe weather and past times.4.I can express likes, dislikes, and preference for given locations and

activities. (recycled from previous unit)(Note: These tasks can happen over the course of the unit.)

Reinventing the Wheel?FLENJ (Foreign Language Educators of New Jersey) received a

FLAP grant in 2003 to create CAPS: Consortium for Assessing Performance Standards

Sample tasks by proficiency level and theme:http://flenj.org/CAPS/?page=149 Student work samples:http://flenj.org/CAPS/?page=148

The Georgia Department of Education also has posted sample tasks for French, German, Japanese, and Spanish:

https://www.georgiastandards.org/Frameworks/pages/BrowseFrameworks/modernlanglatin.aspx

ReflectionPlease respond to these statements in your notes.

Yes, easily and well

Still one of my goals

1. I can identify the three modes of communication.

2. I can identify the levels of proficiency CMS expects at the end of various courses.

3. I can describe the components of an IPA.