8am Session

“Integrated Performance
Assessments  Moving Up ↑”
8:00 session
Central Corner Presenters:
Melissa Hughes
Kasey Farrell and Angela Mazzenga
Jairo Coronado and Katlyn Weldon
Patrick Braun
CURRENT approaches to
assessment emphasize:
• Standards-based, contextualized, and
performance-based assessment
• Where learners use their repertoire of
knowledge and skills to create a product or a
To design any performance assessment task:
•Contextualize the task.
•Aim to design “meaningful” tasks that are
interesting to the learner and
•Design performances, not drills.
•Build tasks backwards from the models and
scoring criteria (Students should know the
target and standard in advance)
What is the Integrated Performance Assessment (IPA)?
1. A cluster assessment featuring three tasks, each of which reflects one
of the three modes of communication--Interpretive, Interpersonal and
2. The three tasks are aligned within a single theme or content area,
reflecting the manner in which students naturally acquire and use the
language in the real world or the classroom.
3. Each task provides the information and elicits the linguistic interaction
that is necessary for students to complete the subsequent task.
4. IPAs are designed for students at the novice-, intermediate-, and preadvanced levels of proficiency.
5. They are standards-based; performance-based; developmental in
nature; integrative; designed to be used with scoring rubrics that rate
performance in terms of whether it meets expectations, exceeds
expectations, or does not meet expectations for the task
Angie and Kasey
Katlyn and Jairo
[MELISSA] “Jour de la Terre”
(Intermediate IPA)
• Interpretive Task:
– Students will listen to a song about giving thanks to the
planet for all that it has given us and answer
comprehension questions.
• What is the main idea in this song?
• What does the narrator say that she would do if someone tried to
harm the planet?
• Put a check mark next to the following statements that are true
about this song.
• Define what you think the following words mean based on the
context of the song and where they are located in text.
• Inferencing: who do you think the narrator is? What is her
Intermediate IPA
• Interpersonal Task:
– Students will share their ideas about the
environment and gather information/quotes for
the letter.
What is special about Michigan? Traverse City?
What do you like most about the planet? Why?
Are there areas in our region that need improvement?
Are you scared about the future of our planet?
What do you think society should do in order to help
our planet?
Intermediate IPA
• Presentational Task:
– Write a page-long letter to your mayor about what he or
she should do in order to help our environment. What
kinds of programs do you think should be implemented so
that society takes saving the planet more seriously?
• At least three initiatives that the mayor should make
and why (think about “si clauses”)
• At least one quote from your partner
• Remember who your audience is; keep it formal!
El Chupacabra
Presented by:
Kasey Farrell & Angie Mazzenga
Overview of “El Chupacabra” IPA
•Spanish version of Kids’ Discovery magazine
–Legend preview
–Article (Interpretive)
–Discussion (Interpersonal)
–Written work (Presentational)
Interpretive Task
•Chupacabra article
–Students read article at home
•During class…
–Main Ideas
–Supporting Details
–Meaning from Context
–ACTFL Interpretive Mode Rubric Intermediate
Interpersonal Task
•In-class discussion
–Facts from article
–Hypothetical Situation
•Use of different verb tenses
–Use ACTFL Interpersonal Mode Rubric Intermediate
Presentational Task
•Written Piece
–Spanish Kids’ Discovery article
–Different verb tenses
•Present, past, formal commands, and subjunctive
–ACTFL Presentational Mode Rubric Intermediate
El graffiti a debate: ¿es realmente
un arte?
(Katlyn y Jairo)
• Varios alumnos de 2º de ESO C han escrito
textos argumentativos a favor y en contra de
los graffitis. ¿Creéis que se trata de un arte
urbano alternativo, o de un acto vandálico
que debería prohibirse? Aquí os dejo los
artículos que han escrito tres de vuestros
compañeros sobre este tema, dando
opiniones muy diversas. ¿Con quién estáis de
acuerdo? ¿Qué pensáis vosotros?
“Conociendo a nuevos amigos”
• By the end of this unit, you will be able to…
– Read, comprehend, and interpret an article about friendship written in
– Meet a person for the first time, and get to know them using a variety
of memorized and invented questions and answers.
– Write a letter explaining why a friendship would or would not be
feasible between you and another person.
“Conociendo a nuevos amigos”
• Assessment Tools:
– Interpretive Assessment: Article “Cómo ser un
buen amigo” with comprehension guide.
– Interpersonal Assessment: Contextualized
– Presentational Assessment: Write a letter about
why you can/cannot be friends.
“Conociendo a nuevos amigos”
• Useful Linguistic Tools:
– Review from last year:
Greetings and goodbyes
Basic questions and answers. (What is your name?)
Description words, and adjective rules.
Describing likes and dislikes.
Forming complex sentences.
“Los escritores”
• By the end of this unit, you will be able to…
– Read, comprehend, and interpret fictional stories in Spanish written in
the past…
– Produce a children’s book, complete with illustrations, using the
Preterit and Imperfect grammar forms…
– Discuss the characters, actions, and ideas about yours and a
colleague’s stories, using the Preterit and Imperfect grammar forms…
“Los Escritores”
• Assessment Tools:
– Interpretive Assessment: Book “Cuándo yo era
niña” with comprehension guide.
– Interpersonal Assessment: Contextualized
– Presentational Assessment: Produce a children’s
book written in the past.
“Los escritores”
• Useful Linguistic Tools:
– Review:
• Simple questions. (What is your name?)
• Preterit.
– New material:
• Reaction phrases.
• Imperfect.
• Thursday (Day 2): (Interpersonal; speaking) Students will come up in
pairs to perform a speaking task. One student will be the travel
agent and one will be the person planning a trip. You will have
prompts, but will take turns asking each other questions. Here’s
the catch: you won’t know which role you’ll get until it’s your turn.
You will, however, be provided with all of the information you need.
• Information Gap Activity
• Information was used from the website, but written down (in
English) for students to use.
• Two students and I at a table working while others did another
internet WebQuest
• A lot of prompting
• I wouldn’t do it this way again
Think about the unit you are planning
• What are your assessment targets for
Interpretive, Interpersonal, and Presentational
• How do these performance assessments
engage and motivate your students?