https://youtu.be/yRhfKPBZVZs?si=K7oW-yniA_zEnACV

World Language Classroom podcast episode #93

Integrated performance assessments (IPAs) are a type of language assessment that was developed by the American Council on the Teaching of Foreign Languages (ACTFL) in the early 2000s. They are designed to assess students' communicative abilities in the three modes of communication: interpretive, interpersonal, and presentational.

Problem: The originators of IPAs were a group of language assessment experts who were dissatisfied with the existing methods of assessing second language proficiency. They felt that these methods were too narrow and did not accurately measure students' ability to use language in real-world contexts.

IPAs are based on the principles of communicative language teaching (CLT), which emphasizes the use of authentic language in meaningful contexts. They are also aligned with the ACTFL World-Readiness Standards for Learning Languages, which define what students should be able to do in a language at different proficiency levels.

IPAs typically consist of three tasks that are connected by a central theme. Each task assesses a different mode of communication:

• Interpretive tasks require students to understand language that is spoken or written. For example, students might be asked to read a passage and answer comprehension questions, or to watch a video and summarize the main points.
• Interpersonal tasks require students to communicate with others. For example, students might be asked to have a conversation with a partner, or to participate in a group discussion.
• Presentational tasks require students to communicate to an audience. For example, students might be asked to give a presentation, or to write an essay.

The tasks in an IPA are designed to be authentic and challenging, and they are scored using rubrics that are aligned with the ACTFL World-Readiness Standards. IPAs can be used to assess students at all levels of proficiency, from beginning to advanced.

IPAs have several advantages over other types of language assessments. They are more authentic and relevant to real-world communication, and they provide a more comprehensive assessment of students' communicative abilities. IPAs are also more challenging and motivating for students, and they can be used to provide feedback that can help students improve their language skills.

However, IPAs also have some disadvantages. They can be more time-consuming to develop and administer than other types of assessments, and they may not be suitable for all learners. Additionally, the scoring of IPAs can be subjective, which can make it difficult to ensure reliability.

Overall, IPAs are a valuable tool for assessing second language proficiency. They are more authentic and comprehensive than other types of assessments, and they can provide valuable feedback to help students improve their language skills.

World Language Classroom podcast episode #93

How do you approach assessment in your language classroom? Is it about quizzes and tests on particular vocabulary and language structures, or do you focus on students demonstrating what they can do with the Target Language? In this episode I am going to focus on Integrated Performance Assessments (or IPA’s). This type of assessment provides a chance to determine what students are able to do with the target language, rather than just what they know about the language.

Topics in this Episode:

• Henshaw and Hawkins' recommendations around assessments in Common Ground
• aligning instruction with assessment
• Success Criteria