1. Infusing Culture in Assessment How to Write Novice IPAs Sarah Moghtader, Dawn Carney MaFLA Annual Conference 2014

2. Do Now: Partner turn and talk ➢ What is an IPA? ➢ Have you seen examples of IPAs that would work with your students? ➢ What is your students’ proficiency level? ➢ Are you aware of the books at the front of the room?

3. IPA Defined An assessment that features three tasks, one from each mode of communication, connected by a common theme.

4. The three modes of communication ➢ Interpretive Communication ○ no interaction ○ authentic documents ■ created for and by speakers of the language ➢ Interpersonal Communication ○ spontaneous ➢ Presentational Communication ○ polished, practiced ○ no interaction

6. Formative vs summative assessment Formative -assessments for learning -provide feedback during learning -practice -not graded Summative - assessments of learning - at the conclusion of an instructional period - degree to which the learner met the goals of instruction

7. Performance vs proficiency Performance -Based on instruction -Familiar content -In familiar instructional setting Proficiency - Independent of instruction - Broad content - What students can do regardless of setting

8. Performance & proficiency connected performance practice tasks and assessments in the classroom build toward increased proficiency for the learner

9. Proficiency levels Novice ➢ respond to simple questions ➢ use: ○ isolated words ○ lists of words ○ memorized phrases ○ some personalized re-combinations of words or phrases ➢ ask memorized, formulaic questions ➢ satisfy immediate needs ➢ WORD level

10. Proficiency levels Intermediate ➢ “conversation” partner in simple, direct conversations ➢ describe and narrate ➢ ask and answer simple questions ➢ handle survival language ➢ “create” with language ➢ SENTENCE level

11. Novice IPA from the field Infusing Culture through assessment: ➢ Aligned by a single overarching theme which is a topic of culture ➢ Use of authentic documents (texts created by native speakers for native speakers) in the interpretive tasks

12. Culture relationship between the products, practices and perspectives of people

13. Clothing IPA

14. Interpretive Practice C2 Interpersonal Practice Presentational Writing Practice C1 Assessment Introduction Interpretive Assessment C2 Interpersonal Assessment C2 Presentational Speaking Assessment C1 Formative Assessment Summative Assessment

15. Clothing can-do statements I can… ❏ name and describe different clothing and accessories. ❏ ask about and discuss clothing and accessories people wear and put on for different activities and in different seasons and weather. ❏ ask about and express opinions about clothing. ❏ shop for clothing and accessories. ❏ ask a salesperson useful questions that help me to purchase what I want or need to buy. ❏ express indecision about things I am considering buying. ❏ ask and tell how much something costs.

16. Interpretive practice Mon Pull

17. Interpersonal practice Role play a conversation between a salesperson and a customer who is shopping for items he or she will need for an upcoming camping trip or vacation. Salesperson I can ask a customer if he has made a decision. I can describe clothing for different activities and weather. I can ask for opinions about clothing and accessories. I can ask and tell how much something costs. Customer I can discuss clothing for different activities and weather. I can express opinions about clothing and accessories. I can ask if something is on sale and how much it costs. I can express indecision about things I am considering buying.

18. Presentational practice Create a guide of what to wear for different seasons and activities. You can imagine 5 outfits you wear yourself or a person your age wears. For each outfit name the item of clothing, describe it, say when or where it is worn and express your opinion about it.

19. Introduction You would like to start a conversation with your French pen pal about fashion. To get more information, you find a video on a French clothing website of a mock fashion show. First you will watch the video with your classmates, then you will discuss what you like and didn’t like about the clothes, finally you will make and narrate a video of a fashion show to send to your penpal.

20. Interpretive Assessment Interpretive Video Dressing StoryDressing Story

21. Interpersonal Assessment After seeing a video of a fashion show of French teens, discuss the outfits you saw. Each student should include: ➢ Description of clothing and accessories ➢ Description of materials, fit and colors ➢ Comment on what you like and don’t like about the clothing ➢ Ask your classmate what he likes and doesn’t like about the clothing I can name and describe clothing and accessories. I can ask for opinions about clothing. I can express opinions about clothing.

22. Presentational Assessment You will organize a fashion show. You will model clothes on a runway, accompanied by an oral commentary. Each member of the group will be responsible for wearing one outfit and writing a description that another group member will present as the author models the clothing.

23. Implementation with Novice Students ➢ The National Standards “Comparaisons” circle asks us to have students compare C1 and C2. Novice students can start by defining C1. ➢ Scaffolding: Do a practice for each mode of communication. Do writing assignments to practice for speaking assignments. ➢ Start giving students IPAs from the lowest language level, learning the routine from the beginning will serve them well later. ➢ Students can evaluate each other using the rubric. As they evaluate their peer they will learn how to meet the requirements themselves.

24. Implementation with Novice Students ➢ Make sure in your Interpersonal Assessment you don’t have one person playing the role of the native or using language you haven’t taught. Novice students can’t improvise. ➢ Students study “can do” statements instead of studying vocabulary lists. Your language students will learn from the beginning level how to use language, i.e. proficiency. ➢ Students learn from the beginning to speak spontaneously for Interpersonal tasks and there is no need to wean students from using scripts in later years. ➢ IPAs drive a method of instruction that gets learners from the Novice level of formulaic phrases to the Intermediate level of creating language.

25. Writing Rubrics Given (see in handouts): ➢ a novice interpersonal prompt ➢ an intermediate interpersonal prompt ➢ a sample rubric write a rubric for each prompt that corresponds to the level.

26. Bibliography ➢ Implementing Integrated Performance Assessment by Adair-Hauck, Glisan and Troyan, 2013 ➢ The Keys to Planning for Learning by Donna Clement and Laura Terrill, 2013 ➢ Photos by Alexandra Lecomte