1
EXPERIENCE A MINI INTEGRATED
PERFORMANCE ASSESSMENT
Do you keep hearing about integrated performance assessments but
feel overwhelmed whenever you try to get started? During this
session, participants will experience an IPA, including activities to
prepare students for the three different assessments and grading
with rubrics for the interpersonal, interpretive, and presentational
tasks. After acting as “students,” small-group discussions will give
teachers time to personalize their learning for classroom use.
Amanda Robustelli-Price
amandarobustelli@gmail.com
http://amandarobustell5.wix.com/price
@RobuPrice
860-833-2354
Google Drive: http://bit.ly/1JXQgJR (includes IPA template)
Twitter: #ctcolt15
Contents
Goal for the Day .......................................................................................................................................... 1
Integrated Performance Assessment ........................................................................................................... 1
The Interpretive Task ..................................................................................................... 2
The Interpersonal Task ................................................................................................... 5
The Presentational Task.................................................................................................. 7
Goal for the Day
Today I will…(before)
Progress towards learning…(after)
Integrated Performance Assessment, French 1
(modified from http://oflaslo.weebly.com/integrated-performance-assessment-ipa-center.html#.VOYxqfnF9Fx ), by C. Lainé.
Thème : les passe-temps
Years have passed since you graduated from high school and you have now realized your dream
of living in Paris, France. On your first night in your new tiny apartment in the heart of
Montmartre, you surf the web hoping to find activities you can do in the city during your free
time. You come across the Paris city hall website. You will first read and interpret the information
presented on the site, then you will talk with your friends about which activities you like doing,
and finally you will write a short blog post.
Learning objectives:
 I can comprehend main ideas and some details on a francophone website about week-end
activities.
 I can express my likes and dislikes using words, phrases and memorized expressions.
 I can ask very simple questions and give simple responses about a familiar topic.
 I can write about myself using learned phrases and memorized expressions.
2
The Interpretive Task
Preparing Students for the Interpretive Task
1. Do practice readings or listening that will prepare students for the interpretive task.
2. Integrate authentic listening and reading tasks whenever possible.
3. Teach students the steps to being successful before and during such activities.
Mini-Lesson: Interpretive Task

Vocabulary flashcards

Vocabulary Sheet

Culturally-integrated PowerPoint

Survey

Charades
8h00
Vocabulary Sheet
15h00
19h00
Qu'est-ce que tu voudrais faire à Paris le matin / l’après-midi / le soir
AVEC ta famille / tes amis ?
Et toi ?
J’aime
Je préfère
Je n’aime pas
parce que c’est…


amusant
cool

pas mal


épouvantable
barbant
3
FRENCH 1 - INTERPRETIVE READING
Source: http://www.paris.fr/pratique/pratiquer-un-sport/ou-faire-du-sport/p151
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FRENCH 1 - INTERPRETIVE PERFORMANCE ASSESSMENT
Thème : les passe-temps
Source : http://www.paris.fr/pratique/pratiquer-un-sport/ou-faire-du-sport/p151
1. Key word recognition:
Find in the text the French word that best expresses the meaning of each of the following English
words. Please use only words from the text. The number in parenthesis indicates the number of
French words you need to find in the text.
City hall (1)
_______________
Fitness centers (3) _______________
Running (1)
_______________
Outdoor (3)
_______________
Ice rink (1)
_______________
Tennis courts (3)
_______________
2.
Objective and audience:
Explain at least three (3) primary objectives of this website (in English):
Who do you think the audience of this website is? You may have multiple answers.
3.
Supporting details:
First, circle the letter of the three (3) details mentioned on the site. Then, write the letter of that
idea next to where it appears in the text.
A. You can practice a variety of sports in Paris.
B. There is a Christmas ice rink in Paris.
C. There are over 300 tennis courts in Paris.
D. You can practice sports indoor or outdoor in Paris.
E. There are no specialized fitness rooms in Paris.
4.
Organizational features
How is the text organized? Justify your answers.
A. Chronological
B. Pros and Cons
C. Cause and effect
D. Compare and Contrast
E. Informational
What is the justification? Be specific
5
FRENCH 1 - INTERPRETIVE RUBRIC / Novice
Literal
Comprehension
Interpretive
Comprehension
Stretch
A+ A A-
B+ B B-
C+ C C-
D+ D D-
 Recognizes all
of key words
 Explains all the
objectives and
audiences of the
text
 Identifies and
correctly locate
all supporting
details
 Identifies the
organizational
feature(s) of the
text and provides
an appropriate
rationale
 Recognizes most
of the key words
 Explains most
objectives and
audiences of the
text
 Identifies and
correctly locate
most of the
supporting details
 Identifies the
organizational
feature(s) of the
text; rationale may
miss some key
points
 Recognizes some of the
words
 Explains some of the
objectives and the
audiences of the text
 Identifies and correctly
some of the supporting
details
 Recognizes at least
one word
 Explains at least
one objective and one
audience of the text
 Identifies and
correctly locate at
least one supporting
detail
 Identifies in part the
organizational feature(s)
of the text; rationale may
miss some key points. Or
identifies the
organizational feature(s)
but rationale is not
provided.
 Identifies in part the
organizational
feature(s) of the text;
attempts to provide a
rationale, but is not
successful.
 Does not recognize any
key word
 Does not explain any
objectives or the audience
of the text
 Does not identify any
supporting detail or may
identify supporting detail
but cannot locate them in
the text.
 Attempts to identify the
organizational feature(s) of
the text but is not
successful.
The Interpersonal Task
Preparing Students for the Interpersonal Task
1. Tons of ungraded talking in the target language, like inner-outer circles or SPONGE activities
2. Information gap activities
3. Get students used to unscripted conversations or unexpected elements in their conversations
4. Provide graphic organizers to help students organize their thinking.
Mini Lesson: Talking Lines
FAISONS DEUX QUEUES!
Qu’est-ce que tu voudrais faire à Paris le matin?
Qu’est-ce que tu voudrais faire à Paris l’après-midi?
Qu-est-ce que tu voudrais faire à Paris le soir?
Qu’est-ce que tu voudrais faire à Paris avec ta famille?
Qu’est-ce que tu voudrais faire à Paris avec tes amis?
____________________________________________
J’ADORE / J’AIME / JE PREFERE / JE N’AIME PAS……..ET TOI?
DANSER AUX CHAMPS ELYSEES / VISITER LA TOUR EIFFELR/LE JARDIN DU LUXEMBOURG
FAIRE DU SPORT AU PARC MONTSOURIS / ENVOYER DES SMS / VOUR UN FILM AU GAUMONT
FRENCH 1 - INTERPERSONAL PERFORMANCE ASSESSMENT
Thème : les passe-temps
Notes space
After looking at the activities offered by the Paris city hall, discuss with your
friends:
-
Which activities you like on the site
How often and how well you do this activity (if applicable)
If there are no activities that interest you, state what you like to do to
the week-end and how often / how well you do things (if relevant)
Make sure to keep the conversation alive by asking each other
questions
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6
FRENCH 1 – INTERPERSONAL MODE RUBRIC NOVICE LEARNER
*Grading should be on a sliding scale; this is from ACTFL: http://1.usa.gov/1B1w77V
Criteria
Exceeds
Meets Expectations
Expectations
Strong
Minimal
Language Function
Language tasks the speaker
is able to handle in a
consistent, comfortable,
sustained, and spontaneous
manner
Text Type
Quantity and organization of
language discourse
(continuum: word - phrase sentence - connected
sentences - paragraph extended discourse)
Communication Strategies
Quality of engagement and
interactivity; how one
participates in the
conversation and advances
it; strategies for negotiating
meaning in the face of
breakdown of
communication
Comprehensibility
Who can understand this
person’s language? Can this
person be understood only
by sympathetic listeners
used to interacting with
nonnatives? Can a native
speaker unaccustomed to
non-native speech
understand this speaker
Language Control
Grammatical accuracy,
appropriate vocabulary,
degree of fluency
What went well:
Does Not
Meet
Expectations
Creates with language by
combining and
recombining known
elements; is able to
express personal meaning
in a basic way. Handles
successfully a number of
uncomplicated
communicative tasks in
straightforward social
situations, primarily in
concrete exchanges and
topics necessary for
survival in target-language
cultures.
Uses simple sentences and
some strings of sentences.
Uses mostly memorized
language with some
attempts to create.
Handles a limited
number of
uncomplicated
communicative tasks
involving topics related
to basic personal
information and some
activities, preferences,
and immediate needs.
Uses memorized
language only,
familiar language.
Has no real
functional
ability.
Uses some simple
sentences and
memorized phrases.
Use words,
phrases, chunks of
language, and lists.
Uses isolated
words.
Responds to direct
questions and requests for
information. Asks a few
appropriate questions, but
is primarily reactive. May
try to restate in the face of
miscommunication.
Responds to basic
direct questions and
requests for
information. Asks a few
formulaic questions but
is primarily reactive.
May clarify by
repeating and/or
substituting different
words
Is understood with
occasional difficulty by
those accustomed to
interacting with nonnatives, although
repetition or rephrasing
may be required.
Responds to a
limited number of
formulaic
questions. May use
repetition or resort
to English.
Is unable to
participate in a
true
conversational
exchange.
Is understood,
although often with
difficulty, by those
accustomed to
interacting with
non-natives.
Most of what is
said may be
unintelligible or
understood only
with repetition.
Is most accurate with
memorized language,
including phrases.
Accuracy decreases
when creating and
trying to express
personal meaning.
Accuracy is limited
to memorized
words. Accuracy
may decrease
when attempting to
communicate
beyond the word
level.
Has little
accuracy even
with memorized
words.
Is generally understood by
those accustomed to
interacting with nonnatives, although
repetition or rephrasing
may be required.
Is most accurate when
producing simple
sentences in present time.
Pronunciation, vocabulary,
and syntax are strongly
influenced by the native
language. Accuracy
decreases as language
becomes more complex.
What to improve:
6
7
The Presentational Task
Preparing Students for the Presentational Task
1. Scaffold creation of materials based on student readiness levels.
2. Ask students to do multiple drafts and to self-assess and set goals based on their performance against a
rubric for those drafts.
3. Give students meaningful feedback on their drafts.
4. Use peer-assessment as well before the final grade.
5. Focus on the audience. Students are more apt to create meaningful work if it will be seen by peers or
another audience, so as the community.
Mini Lesson: Quick Write
Write a dialogue discussing weekend plans.
FRENCH 1 - PRESENTATIONAL PERFORMANCE ASSESSMENT
Thème : les passe-temps
You notice that the site has a “blogs” tab. After clicking on this tab, you find a bunch of posts by Parisians
stating what they like and don’t like to do on the week-end. You decide to post your own contribution:
-
Introduce yourself: Name, age, nationality
Talk about 1-2 activities you like to do on the week-end and 1-2 activities you don’t like to do on the
week-end
Provide more details where relevant
Presentational writing rubric will be used to assess you.
“BLOG”
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8
FRENCH 1 – PRESENTATIONAL MODE RUBRIC NOVICE LEARNER
*Grading should be on a sliding scale; this is from ACTFL: http://1.usa.gov/1B1w77V
Criteria
Exceeds
Meets Expectations
Expectations
Strong
Minimal
Does Not
Meet
Expectations
Language Function
Language tasks the speaker/
writer is able to handle in a
consistent, comfortable,
sustained, and spontaneous
manner
Creates with language by
combining and
recombining known
elements; is able to
express personal meaning
in a basic way. Handles
successfully a number of
uncomplicated
communicative tasks and
topics necessary for
survival in target-language
cultures.
Uses mostly memorized
language with some
attempts to create.
Handles a limited
number of
uncomplicated
communicative tasks
involving topics related
to basic personal
information and some
activities, preferences,
and immediate needs.
Uses memorized
language only,
familiar language.
Has no real
functional
ability.
Text Type
Quantity and organization of
language discourse
(continuum: word - phrase sentence - connected
sentences - paragraph extended discourse).
Impact
Clarity, organization, and
depth of presentation;
degree to which
presentation maintains
attention and interest of
audience
Uses simple sentences and
some strings of sentences.
Uses some simple
sentences and
memorized phrases.
Uses words,
phrases, chunks of
language, and lists.
Uses isolated
words.
Presented in a clear and
organized manner.
Presentation illustrates
originality, rich details,
and an unexpected feature
that captures interest and
attention of audience.
Presented in a clear and
organized manner.
Presentation illustrates
originality and features
rich details, visuals,
and/or organization of
the text to maintain
audience’s attention
and/ or interest.
Presentation
may be either
unclear or
unorganized.
Minimal to no
effort to
maintain
audience’s
attention.
Comprehensibility
Who can understand this
person’s language? Can this
person be understood only
by sympathetic interlocutors
used to the language of nonnatives? Can a native
speaker unaccustomed to
the speaking/writing of nonnatives understand this
speaker/writer?
Language Control
Grammatical accuracy,
appropriate vocabulary,
degree of fluency
Is generally understood by
those accustomed to the
speaking/writing of nonnatives, although
additional effort may be
required.
Is understood with
occasional difficulty by
those accustomed to the
speaking/writing of
non-natives, although
additional effort may be
required.
Presented in a
clear and
organized manner.
Some effort to
maintain
audience’s
attention through
visuals,
organization of the
text, and/or
details.
Is understood,
although often with
difficulty, by those
accustomed to the
speaking/writing
of non-natives.
Is most accurate when
producing simple
sentences in present time.
Pronunciation, vocabulary,
and syntax are strongly
influenced by the native
language. Accuracy
decreases as language
becomes more complex.
Is most accurate with
memorized language,
including phrases.
Accuracy decreases
when creating and
trying to express
personal meaning.
Accuracy is limited
to memorized
words. Accuracy
may decrease
when attempting to
communicate
beyond the word
level.
Has little
accuracy even
with memorized
words.
What went well:
Most of
spoken/written
language may
be unintelligible
or understood
only with
additional effort.
What to improve:
8