1. Target Language Input = Great Output!
Integrated Performance Assessments
(IPA)
CMS Curriculum Day Workshop * August 20, 2013 * Michele Esparza, Clay Kennedy

2. 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

3. Three Modes of Communication
Interpersonal: Person-to-Person
Initiate, maintain, sustain conversation (oral or written)
Active negotiation of meaning
Interpretive: Listening & Reading
Interpret and respond to received messages
NO active negotiation of meaning with writer or speaker
Presentational: Speaking & Writing
Create, revise, and practice oral or written messages
NO direct opportunity for active negotiation
AMG/HF and P101 Team Member
From the 21st Skills Map for World Languages;
Each of these modes of communication forms the basis for one of the first three Essential Standards:
Use the language to engage in interpersonal communication. (Interpersonal)
Understand words and concepts presented in the language. (Interpretive)
Use the language to present information to an audience. (Presentational)
By designing curriculum that addresses each of these Standards in an integrated way, students will develop proficiency in all three modes. It is important to note that the four skills of listening, speaking, reading and writing are all incorporated into these various modes of communication through the learning activities and assessments chosen. For example, an interpretive task can involve listening or reading. An interpersonal task could potentially involve speaking and listening or reading and writing depending on the medium of communication used (conversation versus texting, for example.)
Interpersonal: the active negotiation of meaning among individuals. Participants observe and monitor one another to see how their intentions and meanings are being communicated. Adjustments and clarifications can be made accordingly. Participants need to initiate, maintain, and at some levels sustain the conversation.
Interpretive: the appropriate interpretation of meanings, including cultural, that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker.
Presentational: the creation of oral and written messages in a manner that facilitates interpretation by an audience of listeners or readers where no direct opportunity for the active negotiation of meaning exists.

4. Activity: Mode Sort Read the Mode Sort slips with your table group.
Sort them using this chart:
Interpretive
Interpersonal
Presentational
AMG/HF and/or Prof 101 Team Member
Have the participants in small groups (one per mode) generate what counts in their mode
[ Give the lists below – and ask how these compare to typical rubric categories ]
Interpretive:
Ability to identify the main idea (and provide a summary)
Level of detail understood
Able to use context clues and/or structural clues to help comprehension
Interpersonal:
Initiate and sustain the conversation (responding appropriately and asking follow-up questions)
Use of various strategies to ask for clarification when there is lack of comprehension
Ask for and provide information (as required by the purpose of the conversation)
Presentational:
Accuracy of vocabulary and structure
Logical organization and flow
Impact on the audience (maintaining the attention of the audience)
Use of clear and supportive examples (personalized illustrative examples)
Queens University Workshop * August 15, 2013 * Michele Esparza

5. Teachers must know student proficiency levels in order to target instruction
 Individual Proficiency Analysis Grid activity 5
Queens University Workshop * August 15, 2013 * Michele Esparza 5

6. Ice cream cone or martini glass analogy
Queens University Workshop * August 15, 2013 * Michele Esparza

7. 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
HF/AMG and/or P101 Team Member 7

8. 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
HF/AMG and/or P101 Team Member
Notes to presenter:
“Often when talking about performance tasks we use the following terms interchangeably: assessment, evaluation, and grading. Actually, it is helpful to sort out the distinctions among these words.
Assessment: This is the means through which the student performance will be elicited, in other words the activity or the task. A key to making all of this work is to be sure is to have a good activity or a good assessment. A good assessment is one that will get students to produce a sample of language that is sufficient in length and content to be evaluated. The task needs to be arranged to motivate student and to pull out certain language skills that match the goals of the unit.
Evaluation: This is the term for “judging the students work”. This is when the rubric is used.
Grading: Remember: Grades in and of themselves to not help students to identify strengths and weaknesses in their performance. Grading is just the compilation of all of the numbers in a rubric to arrive at a single number. 8

9. A Comprehensive Balanced Assessment System
Aligned to State Standards
District/Statewide Assessments (Summative)
Interim/Benchmark Assessments (Summative)
Cake Analogy
Bottom tier (much bigger and wider)=1/2 formative, ½ summative (chocolate and vanilla or marble)
Middle tier (bigger, wider)=benchmark assessment (quarterly goals)
Top tier (small)=statewide, summative assessment
ALL aligned to the state (or national) standards
Classroom Assessment
(Formative and Summative)

10. Balanced Assessments Formative Ongoing Frequent Usually brief
Not Very Formal
No grade
Informs instruction or learning
Summative
Periodic
Measures student progress
Evaluates mastery of material or content
Handout – Article:
With a partner, summarize the 8 types of assessment mentioned on pages 8-9 and give an example
To provide a comprehensive view of what students can do with language, we need both formative and summative assessment results.
Formative assessments are on-going, continuous snapshots of knowledge and skills used for the multiple purposes of monitoring progress, providing student feedback, modifying curriculum and adjusting plans for new classroom learning experiences.
They comprise many of the ordinary learning tasks students do on a routine basis, such as participate in dialogues, role play, write short descriptions, interpret messages, etc.
A Summative Assessment is a check of what has been learned at the end of a lesson, unit, or class/course.
Based on a cumulative learning experience, summative assessment is testing for achievement and/or mastery,
and depending on age and level, can take the form of performance tasks, oral interviews, written reports, projects or external exams.
LF is the photo album that includes everything – formative and summative assessment samples.
Demonstrate a quick ongoing formative by using close to the heart - 1 to 5 fingers – understanding of formative vs. summative assessment – all eyes on me 10

11. Good learning tasks ARE good formative assessments.

12. Roadmap for Performance Assessment Tasks
Essential Questions
Cognitively Engaging
Intrinsically Interesting
Linguistically & Culturally Purposeful
Based on a Real World Context
HF/AMG and/or P101 Team Member
Self-explanatory 12

13. 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 . . .
HF/AMG and/or P101 Team Member
The IPA is a model for aiding teachers evaluate student development of the knowledge and skills according to the standards.
Discuss each point of the IPA characteristics in turn (pg. 6-7 of Keys text)
Authentic – Reflect tasks that individuals do in the world outside the classroom
Performance-based: Reflect how students use the language and cultural knowledge in communicative tasks
Based on the three modes: Interpretive, interpersonal, and presentational
Integrated: Blend communication with other goal area(s) of the standards
Show development progress of proficiency: Novice low/mid/high, Intermediate low/mid/high, etc.
Blend with classroom instruction and experiences: Teaching to the test – use example of learning to cook/bake/drive/play a sport/musical instrument
Sandrock, 2010, pp. 6-7 13

14. IPA: A Cyclical Approach
Interpersonal
Engage in informal communication on a topic.
Presentational
Students share ideas and opinions about a topic from the text.
Interpretive
Listen to, view or read authentic text and provide a response to assess comprehension.
HF/AMG and/or P101 Team Member
Pg 7 of keys:
Interpretive: Teacher provides students with feedback on performance
Interpersonal: This phase should be recorded (audio or video)
Presentational: Sample formats are speeches, drama skits, radio broadcasts, posters, brochures, essays, websites, podcasts, etc.

15. Interpretive Communication Phase
Listen to, view or read an authentic text and answer information to assess comprehension.
Check-off items in a list
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

16. Interpersonal Communication Phase
Engage in oral communication on the topic from the interpretive text.
-Info Gap -Socratic Circle -Select roles from a story/comic strip and have a conversation between the two characters -Blog with teens in the target culture -Share information on a social networking site -Make a purchase -Order in a restaurant -Obtain directions -Converse face to face, by telephone, Skype, text, IM, etc. -Debate issues -Make plans A memorized dialogue/skit is NOT Interpersonal!!!!!

17. Presentational Communication Phase
Students share research ideas and opinions pertaining to the topic from the interpretive text.
Demonstrate how to prepare a recipe Create a guide or school/town for an exchange student Write a letter of introduction to a school in the target country Develop a web page or podcast Design an advertisement or classified ad Write a new beginning or ending of story, song, rap, poem Solve a problem and explain your solution Take part in a TV or radio spot Design a survey and present findings Create a Public Service Announcement (PSA) Write Poem, Song, Rap Design a Storyboard

18. Unit Level Performance Assessments What makes the right travel destination for me?
Interpretive
Presentational
Interpersonal
Novice
Where 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.
Intermediate
Why 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.
Advanced
How 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.
After the video (and possibly doing phases 3 and 4 in longer workshop), here are some examples of IPAs from Keys p27 – this gives a great set of sample IPAs for four different levels, makes connections to other disciplines and includes argumentative writing/speaking (connections to Common Core Literacy W1)
This slide and the reinventing the wheel slides are the “Unit Level Performance Assessments double sided handout”

19. Level 2 Unit 4 “Oh the places you go”
This IPA assesses these goals:
I can talk about where I am going, how I will get there, and what I will do.
I can make travel reservations
I can describe weather and past times.
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.)
Interpretive task
Presentational task
Interpersonal 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.

20. 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: Student work samples: The Georgia Department of Education also has posted sample tasks for French, German, Japanese, and Spanish:
Click on the links to check out the tasks and student work samples. You will not be able to see the actual texts for interpretive reading/writing due to copyright issues, but the sample tasks should give enough information to be able to do the next activity.
There are French, Japanese, and Spanish tasks are under the “Performance Assessment” link on the Georgia Page, but the thematic units for French, German, and Spanish also include good sample activities tied to their themes.

21. Reflection Please respond to these statements in your notes.
Yes, easily and well
Still one of my goals
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.
12:25 – 12:30 pm
Reflection Part III and plus/delta