UsingtheACTFL IntegratedPerformanceAssessmentin AdvancedUniversityCourses

DonnaShelton,PhD NortheasternStateUniversity Tahlequah,Oklahoma

Contents
OverviewoftheACTFLIPAorIntegrated

PerformanceAssessment

UniversitylevelapplicationoftheIPA IPAsimulationinsmallgroups ExampletasksforSpanish TheIPAasaprogramassessmenttool

OverviewoftheACTFLIPA

TheACTFLIPAProject
Grewoutofneedtoassesslearnerprogressin

reachingthestandards
instructionalstrategies

Assessmenthadnotkeptpacewithchangesin 1997grantfromtheDepartmentofEducationto

developtheIPAorIntegratedPerformance Assessment

AdairHauck,Bonnie,etal.TheIntegratedPerformanceAssessment(IPA): ConnectingAssessmenttoInstructionandLearning.Foreign LanguageAnnals 39(2006):359382.

TheACTFLIPAProject
Needforassessmentsthatdeterminehowwell

studentscancommunicateinallthreemodes
Interpretive Interpersonal Presentational

AdairHauck,Bonnie,etal.TheIntegratedPerformanceAssessment(IPA): ConnectingAssessmenttoInstructionandLearning.Foreign LanguageAnnals 39(2006):359382.

TheACTFLIPAProject
ACTFLIPAProjecthadthreegoals
Designinstrumenttomeasureprogresstoward

meetingstandards

Conductresearchoneffectivenessofinstrument Usetheinstrumentasacatalystforreform

AssessmentwithintheframeworkofACTFL

PerformanceGuidelinesforK12Learners

AdairHauck,Bonnie,etal.TheIntegratedPerformanceAssessment(IPA): ConnectingAssessmenttoInstructionandLearning.Foreign LanguageAnnals 39(2006):359382.

TheACTFLIPAProject
Threeyearproject,19972000
Prototypedesign Creationofsampletasksforproficiencyranges

Professionaldevelopmentforparticipants
Fieldtesting

AdairHauck,Bonnie,etal.TheIntegratedPerformanceAssessment(IPA): ConnectingAssessmenttoInstructionandLearning.Foreign LanguageAnnals 39(2006):359382.

OverviewofIPATasks
Eachsetoftaskshasanintroduction
Frameworkforallthreetasks Allrelatedtoonethemeorareaofcontent Authenticorrealworldtaskstoassesslanguage

performance

Modelingandpracticeprecedetheperformance

task

AdairHauck,Bonnie,etal.TheIntegratedPerformanceAssessment(IPA): ConnectingAssessmenttoInstructionandLearning.Foreign LanguageAnnals 39(2006):359382.

PerformanceAssessmentUnits: ACyclicalApproach
I.Interpretive CommunicationPhase

III.Presentational CommunicationPhase

II.Interpersonal CommunicationPhase

BasedongraphicinGlisan,EileenW.etal.ACTFLIntegratedPerformance Assessment,ACTFL,2003.

EvaluatingIPAPerformance
RubriccriteriabasedonACTFLPerformance

GuidelinesforK12Learners

Proficiencyrange(Novice,Intermediate,Pre

advanced) Communicativemode Languageperformanceinsixdomains (Comprehensibility,comprehension,language control,vocabulary,culturalawareness, communicationstrategies)

AmericanCouncilontheTeachingofForeignLanguages.ACTFLPerformance GuidelinesforK12Learners.Yonkers,NY:ACTFL,1998.

FeedbackLoop
Instructorevaluationofstudentperformance

aftereachcommunicativetask
Tasksthatchallengestudents

Tasksstudentscanhandleontheirown

Responsiveassistance
Notexplicitfeedbackonrightandwrong

responses Assistsstudentsindevelopingstrategiestohandle taskstheyrenotreadytodoindependently

Glisan,EileenW.etal.ACTFLIntegratedPerformanceAssessment,ACTFL, 2003.

InterpretiveCommunication Phase
Listening,reading, viewing Twoessentialskills: Literal comprehension Interpretive comprehension

InterpersonalCommunication Phase
Ydespus tuveque Deveras? Pues,yo

Speakingor writing Twoormore interactive participants Spontaneous andnotscripted

PresentationalCommunication Phase

Spokenorwrittenonewaycommunicationtoan audienceoflistenersorreaders (notonlytheinstructor) RealworldtaskandculminationofIPA

UniversityLevel ApplicationoftheIPA

IPAsattheUniversityLevel
ACTFLIPAProjectinvolvedpublicschool

languageprogramsatavarietyoflevels

NoapparentresearchonIPAspastK12level Needforgreaterfocusonstandardsinall

universitycourses

Needinuniversityprogramsforperformance

assessmentsfromelementarythroughadvanced courses

LanguageandContentCourses
Upperlevelstudentsarelikelystillinthe

Intermediateproficiencyrange

Upperlevelcontentcourses
Oftendontsupportlanguageacquisition

FewopportunitiestouseAdvanced and

Superiorlevellanguagefunctions

ClassroomtalkisoftenanIREbaseddialogue

(teacherinitiation,studentresponse,evaluation)

Mantero,Miguel.BridgingtheGap:DiscourseinTextBasedForeignLanguage Classrooms.ForeignLanguageAnnals,Volume35(2002):437456.

LanguageandContentCourses
DonatoandBrooksobservedaseniorlevel

literaturecourseinalargeuniversity

Prominentdiscoursepatternsinhibitedextended

responsesonthepartofstudents Mostcommonquestiontypesdidnotencourage Advanced orSuperiorlevelresponses Mostdiscussionwasconductedinthepresent tense

Donato,RichardandFrankB.Brooks.LiteraryDiscussionsandAdvanced SpeakingFunctions:Researchingthe(Dis)Connection.ForeignLanguage Annals 37(2004):183199

LanguageandContentCourses
DonatoandBrooksnotedthatdiscoursein

literaturecoursehasseveralimplications, including

LiteraturecourseshavepotentialforAdvanced

levellanguageacquisition Toreachthispotential,avarietyofinteraction patternsisneeded,withregularopportunitiesfor extended,elaboratedresponses

Donato,RichardandFrankB.Brooks.LiteraryDiscussionsandAdvanced SpeakingFunctions:Researchingthe(Dis)Connection.ForeignLanguage Annals 37(2004):183199

IPAUseinAdvancedCourses
IncorporatingIPAsintoupperlevelcourses
Compositionandconversation,civilizationand

culture,literature acquisition

Meansforintegratingcontentandlanguage Appropriatelydesigned,IPAscouldstimulatethe

extended,elaborateddiscourseabsentfromthe literaturecourseobservedbyDonatoandBrooks

IPAModificationsinAdvancedCourses
Thematicallyrelatedrealworldtasksforeach

communicativemodekeytoIPA

Intermediatelevelexample,themeofwork
Interpretivetask:Readclassifiedjobads Interpersonaltask:Discussandcomparetheads

withaclassmateindicatewhichjobyouprefer

Presentationaltask:Writeanapplicationletter

Howdothesetasksdifferinadvancedcontent

courses?

IPAModificationsinAdvancedCourses
ThematiccourseorganizationfacilitatesIPAuse

Realworldtasksatthislevelaregenerally

academicorformalcommunicativefunctions relatedtothecontent
Mustrequiremorethanfactualrecitation
Mustencouragecriticalthinking Mustinvolveextendeddiscourse,expressionsof

opinionandhypothesis,narrationinallmajortime framesandothercharacteristicsofhigherlevel languageuse

IPAModificationsinAdvancedCourses
Rubricsforeachcommunicativemode
ACTFLPerformanceGuidelinesforK12Learners

canbeusedasastartingpoint

ACTFL/NCATEStandardsOneandTwofor

languageeducationcandidatesandtheirrubrics areveryuseful
higherproficiencylevels

Criteriaanddescriptorsreflectexpectationof Contentofthetaskmustbeincludedintherubric

IPASimulationinSmallGroups

ABriefExampleIPAinEnglish
Overviewofthetasks
Themeunitingthethreetasks:therelationship

betweenplaceandidentity

Assumespreviousreadingsandconversationsfor

modelingandpracticepriortofirstIPAtask

TasksshouldelicitelementsofAdvancedand

SuperiorlevellanguageasdefinedbyACTFL

Partialtaskcompletiontodayduetotimelimit

OverviewofTheTask
Youaretrainingtoworkasacounselorforpeoplewhose liveshavebeendisruptedbynaturaldisasters.Youhave learnedabouttheconceptofattachmenttoplaceandthe roleofplaceinpersonalidentity.Nowyouregoingto listentoapodcastdescribingonepersonsexperiencewith thenearlossoftheplaceheconsidershome,andthen youregoingtotalktoafriendwhoisalsointhetraining programtofindoutabouthisorherownexperiences.To completethispartofyourtraining,youregoingtowritean essayexploringtherelationshipbetweenplace,identity, andtheaftermathofnaturaldisasters.

ExampleInterpretiveTask
PodcastfromNPRseriesThisIBelieve
MikeMiller,MyHomeIsNewOrleans,August28,

2006

http://www.npr.org/rss/podcast/podcast_directory.php

Seealsohttp://thisibelieve.org/index.php
Contributedessaysdescribingthepersonal

philosophiesoftheauthors

Interpretivetaskcompletedbyindividuals

ExampleInterpretiveTask
Podcastcomprehensionguide
BasedonthePreadvancedComprehensionGuide

TemplateintheACTFLIPAmanual

Varietyofcomprehensiontasks
Mainideaandsupportinginformation
Meaningfromcontext Conceptinferences

Authorsperspectives
Comparingculturalperspectives Personalreactiontothetext

ExampleInterpretiveTask
Mainidea Afterlisteningtothepodcast,writeafewsentencesto

explainthemainidea

Supportinginformation Meaningfromcontext Whatisthemeaningofthewordpulseinthispodcast? Authorsintent Whatistheimportanceoftheauthorstwoprofessionsin

hisstory?

Whydoestheauthoremphasizethedifficultyoflifein

NewOrleansinhisessay?

ExampleInterpersonalTask
Talktooneofyourpeersinyourtrainingprogram tofindoutwhatheorshethinks.Findoutwhere heorshegrewup.Askhimorhertodescribean experiencethatoccurredthere.Findoutwhether heorshestillhasastrongattachmentforthe place,andifheorshebelievestheplacehadan impactonhisorheridentity.Youhavefive minutes.

ExamplePresentationalTask
Tocompletethispartofyourtrainingprogram, writeanessayexploringtherelationshipbetween place,identity,andtheaftermathofnatural disasters.Youwilluseallofthetextsthatwe havereadandtheinterviewsyouhaveconducted duringthetrainingprogramasresources.The essaymustbeevaluatedbytheprogram instructorsbeforeyoucanbeginthenextpartof theprogram.

ExampleTasksforSpanish

CompositionandConversationCourseExample

Theme:ABetterLife(ImmigrationandIndigenousRights)
OverviewoftheIPA:Youhavebeenfollowingthenationaldebateover illegalimmigrationandyourealizethatyouneedtoknowmoreaboutthe issuebeforeyoudecidehowyoufeelaboutit.Youvealsobecomeaware thatsomeoftheimmigrantsarefromtheindigenousculturesofMexico andCentralAmerica,whichinterestsyouasaresidentofTahlequah, Oklahoma,thecapitaloftheCherokeenation.Youdosomereadingabout theissue,discussitwithyourclassmatestolearnwhattheythinkandto shareyouropinions,andthendofurtherresearchonanaspectofthetopic toallowyoutopresentadditionalinformationtoyourpeers. Preparation:ViewthefilmElnorteinsectionsandcompletean interpretiveexerciseovereachsection,followedbyconversationsoverthe filmandpostingstotheBlackboarddiscussionboard.Completerelated readingsonimmigrationandrightsofindigenouspeople.

CompositionandConversationCourseExample

Theme:ABetterLife(ImmigrationandIndigenousRights)
IPAInterpretiveTask:Readthepersonalexperiencesofseveralfemale immigrantsonthewebsiteforPBSdocumentarycalledLaciudadat www.pbs.org/itvs/laciudad/asuntos4.html.Completeaninterpretiveexercise similartotheexamplesinACTFLIPAmanual. IPAInterpersonalTask:Studentsaredividedintosmallgroups,andeach groupselectseitherimmigrationorindigenousrightsastheirtopic.Each studentreadsanadditionalarticleoverthetopicinpreparation.Students converseasagroup,initiatingandendingtheconversationontheirown, discussingopinionsrelatedtothetopic,sharingtheirnewinformation,and askingquestionsaboutwhatothershavelearned.

IPAPresentationalTask:OralpresentationtotheclassusingPowerPointona morespecificaspectofthetopic(suchthedebateoverimmigrationintheUS) andbasedonadditionalresources.Thepresentationprovidesotherstudents withadditionalinformationonthetopic.

CivilizationandCultureCourseExample

Theme:CulturalEncountersintheNewWorld
OverviewoftheIPA:Youareawarefromyourpreviousstudiesthatthe EuropeanconquestoftheNewWorldresultedintheneardecimationofthe nativepeoplesofthishemisphere.Youaregoingtoinvestigatehoweach groupsperceptionoftheotherinfluencedtheirencountersbyreading selectionsofauthentictextswrittenbySpaniardsandbyAztecs,analyzing andcomparingthereactionsofeachgroupduringconversationswithyour peers,andfinallysummarizingyourfindingsinaformal,writtendocument. Preparation:TextbookandbriefauthenticreadingsrelatedtotheSpanish explorationandconquestoftheNewWorldandalsotoindigenouscultures andtheirreactiontothearrivaloftheSpaniards.Completionof interpretiveexercisesfortheauthenticreadings,classanddiscussionboard conversations.

CivilizationandCultureCourseExample

Theme:CulturalEncountersintheNewWorld
IPAInterpretiveTask:ReadthechapterofBernalDazTheConquestof NewSpain thatdescribestheAzteccityofTenochtitlnandinparticular theirreligiouspractices.CompleteaninterpretivetasksimilartotheACTFL IPAmanualexamples. IPAInterpersonalTask:Studentswillconverseinsmallgroups,initiating, sustaining,andclosingthediscussionontheirown.Duringthis conversationstudentswillsharetheirdescriptionandanalysisofthe SpanishperceptionoftheAztecswiththeirpeers,andeachwillcontribute tothediscussioninformationandcomparisonsgainedthroughother readings. IPAPresentationalTask:Usingallthesourcesstudiedduringthistheme, prepareaformalessayanalyzingandcomparingtheperceptionsthe Spaniardsandnativepeopleshadofeachotherandhowtheseperceptions influencedthefinaloutcomeoftheirencounter.

LiteratureCourseExample Theme:CultureandSocietyofMedievalSpain
OverviewoftheIPA:YouwillsoonreadstoriesfromdonJuanManuelsEl condeLucanor,oneoftheearliestproseworksinSpanishliterature.To becomemorefamiliarwiththeworkandwiththecultureofmedievalSpain asshowninthework,youwilleachreadastoryfromElcondeLucanor, discussandcompareyourstoryandothersinsmallgroups,andfinally,after additionalreading,presentananalysisofthestoriestotheyourclassmates. Preparation:ReviewofthehistoryofmedievalSpainandtheReconquest learnedinothercourses.Readexcerptsofseveralworksofmedieval Spanishliterature,bothearlierworksandthosecontemporarytodonJuan Manuel.BecomefamiliarwiththebiographyandworksofdonJuanManuel.

LiteratureCourseExample Theme:CultureandSocietyofMedievalSpain
IPAInterpretiveTask:SomeofyouwillreadDeloqueaconteciaun manceboquesecasconunamujermuyfuerteymuybrava,andrestof youwillreadLoquesucediaundendeSantiagocondonIlln,elmago deToledo.Afteryouhavereadyourstoryyouwillcompleteaninterpretive task. IPAInterpersonalTask:You will work together in groups of four to discuss and compare the structure, plot, characters, and themes of each story. You will also explain what you think your story teaches the reader about the culture of medieval Spain. You are responsible for obtaining as much information about the other story as you can from the other members of your group. IPAPresentationalTask:Each of you will read one of several additional stories from El conde Lucanor, and then you will each make an oral presentation analyzing the cultural products, practices, and perspectives of medieval Spain as seen in the three stories you will read.

TheIPA:AProgram AssessmentTool

IPAandProgramAssessment
University andaccreditationagencymandated

programassessmentprocedures

WelldesignedIPAscouldserveasbaseline,

formative,andperhapsevensummative assessmentsoflanguageproficiencyinallthree communicativemodes

IPAscouldserveasartifactsincontentarea

portfoliosusedasprogramassessments

IPAandProgramAssessment
Newrequirementsforlanguageteachereducation

programsaccreditedbyNCATE knowledgeandskills

Eightassessments,thesecondassessescontent ACTFL/NCATEStandards1and2
Standard1:Language,Linguistics,Comparisons Standard2:Cultures,Literatures,CrossDisciplinary

Concepts

IPAscouldbeartifactsofanAssessmentTwo

portfolio

ACTFL/NCATEAssessment#2
ContentKnowledgeintheLanguagestobeTaught
Thisassessmentshouldinclude,butisnotlimitedto,the contentofStandards1and2.Specifically,assessments shouldaddresshowcandidatesdemonstratetheirmasteryof suchconceptsas:(1)thelinguisticelementsofthetarget language,(2)similaritiesanddifferencesofthetarget languageandotherlanguages,(3)connectionsamongthe perspectivesofacultureanditspracticesandproducts,(4) therecognitionofthevalueandroleliteraryandcultural textsplayintheinterpretationofthetargetculture,and(5) theintegrationofknowledgeofotherdisciplinesand viewpointsaccessedthroughthetargetlanguage.
AmericanCouncilontheTeachingofForeignLanguages.Preparingthe ACTFL/NCATEProgramReport.ACTFL,2006.

PresentationResources
AdairHauck,Bonnie,etal.TheIntegratedPerformanceAssessment(IPA): ConnectingAssessmenttoInstructionandLearning.Foreign LanguageAnnals 39(2006):359382..

AmericanCouncilontheTeachingofForeignLanguages.ACTFLPerformance GuidelinesforK12Learners.Yonkers,NY:ACTFL,1998.
AmericanCouncilontheTeachingofForeignLanguage.ACTFLProgram StandardsforthePreparationofForeignLanguageTeachers.ACTFL,2002. AmericanCouncilontheTeachingofForeignLanguages.Preparingthe ACTFL/NCATEProgramReport.ACTFL,2006 ChavesTesser,CarmenandDonnaReseignLong.TheTeachingofSpanish Literature:ANecessaryPartnershipbetweentheLanguageandLiterature SectionsofTraditionalDepartments.ForeignLanguageAnnals,Volume33 (2000):605613. Donato,RichardandFrankB.Brooks.LiteraryDiscussionsandAdvanced SpeakingFunctions:Researchingthe(Dis)Connection.ForeignLanguage Annals 37(2004):183199 Glisan,EileenW.etal.ACTFLIntegratedPerformanceAssessment,ACTFL,2003

PresentationResources
Glisan,EileenandRichardDonato.ContinuingCommentary:ItsNotJusta MatterofTime:AResponsetoRifkin.ForeignLanguage Annals.37(2004): 470476. Mantero,Miguel.BridgingtheGap:DiscourseinTextBasedForeign LanguageClassrooms.ForeignLanguageAnnals,Volume35(2002):437 456.

Questions? Thankyou! DonnaShelton,sheltods@nsuok.edu