“Standards Based Grading and
Integrated Performance
Assessment”
Donna Lansberry Everett HS
Yoshi Inoue Kamiak HS
Learning Target
• Review National Standards
• Understand National Standards Based
Assessments along with IPA
• Think what you want to know about NSBA and
IPA.
• Identify the problems and concerns about
NSBA and IPA.
Success Criteria
• You will be able to switch to Standards Based
Assessments.
• You will be able to join us in improving our
assessments to increase student learning.
World Language Standards
The 5 Cs
http://www.actfl.org/sites/default/files/pdfs/WorldReadinessStandardsforLearningLanguages.pdf
Why did we change to National
Standards Based Assessment (NSBA)?
We are in the process of modifying our curriculum
to be National Standards Based so the assessment
should mirror that.
Aligning to the Common Core
and the 21st Century Skills
But, it’s a work in progress…..
What are the challenges in transferring
to NSBA?
• Ratio of Three Modes of Communication: what
percentage do we allocate?
• What about Culture, Connection, Comparison and
Community?
• Formative assessment vs. Summative assessment
• Grammar and Spelling (Kanji?)
Before Integrated Performance
Assessment (IPA)
• The Three Modes of Communication and
Culture were parallel operations
– Backward designing was very weak…
Choose Target Language Level
• From Can-Do Statement
– Japanese 1-Novice mid
– Japanese 2-Novice High
– Japanese 3-Intermediate Low
– Japanese AP-Intermediate Mid
Thematic Unit
We choose Unit Theme and Topic
• Global Challenges
• Personal and Public Identities
• Contemporary Life
• Science and Technology
• Beauty and Aesthetics
• Families and Communities
Essential Question
• Important and Timeless
– Broad no single Answer (What is art?)
• Elemental and Foundational
– Debated by experts in the discipline (What does it
mean to be fluent in a language?)
• Content-Related
– Specific discipline (What literacy skills do I need to
succeed as a global citizen?)
Goals
• Learning Target
– This is what I want students to learn in this unit.
• Success Criteria
– Students can do this if students meet the learning
target.
Difficulties… still before IPA
• Lots of Interpersonal Activities and Presentational
ideas… but very few Interpretive.
• Challenging to find authentic and good
Interpretive materials along with our Essential
Questions, Learning Targets and Success Criteria
• Scaffolding is also very challenging
• ..and of course creating Rubrics!
Finding IPA
• WAFLT Fall Conference 2013 in Yakima
- Paul Sandrock’s Keynote speech
• ACTFL Convention 2013 in Orlando
- “Implementing Integrated Performance
Assessment”
Wow!
Definition of IPA
IPA is authentic if it:
• is realistic in that it tests the learner’s knowledge
and abilities in real-world situation
• asks the student to “do” the [academic subject]
rather than reciting information so that the
students carries out a task using the language in a
meaningful way
(Wiggins & McTighe, 2005, p154)
Structure of the IPA
• …interrelated and build upon one another. All
three tasks are aligned within a single
overarching theme or content area (p8)
• …IPA should connect with at least one other
goal area: Cultures, Connections, or
Communities (p9)
• …In real life, listening and reading are
oftentimes catalysts for speaking and writing;
therefore we recommend starting the IPA with
the Interpretive Task (p9)
Continued…
• …the Interpretive Mode affords learners the
opportunity to gain critical content or
knowledge of the theme. After the
Interpretive Mode, learners have some
content with which to interact interpersonally.
Finally, the Presentational Mode enables
learners to share their thoughts and ideas
through presentational speaking or writing.
(p9)
IPA: A Cyclical Approach
Do you remember “Learning
Scenarios”?
• IPA reminds me of learning scenarios.
– Example. Kamiak High School Japanese AP
students decided to have a Hanami Party for local
Japanese community(Community-School and
Global Community) . They read News paper
article and watch videos about Hanami Party (Easy
News Web, YouTube, Web-Resources Technology
Integration)-INTERPRETIVE. They search what
Japanese people do (eat, drink etc.) and how they
cerebrate at the Hanami party
Continued
• They lists questions that they want to know
about Hanami. They interview local Japanese
moms face to face or telephone. They also go on
Skype with Imamiya High School Students and
talk about Hanami-INTERPERSONAL. They have a
class discussion and share what they find out
about Hanami.-PRESENTATIONAL plus
INTERPERSONAL. They divide class into sub
group such as
Poster/Webpage/Facebook/Invitation to School
Administration and district office and local
Japanese community
Continued 2
• Food preparation (Obento-this can be whole
different unit-Connection-Iron chef Obneto
Contest-LifeLong Learner). Activities (Karaoke,
Card game and etc.). After party they write an
article about Hamami party for Imamiya Web
Page (Community) about their experience and
think why Japanese people enjoy Hanami this
much and compare American experienceCultural Comparison. Display pictures in the
hall way. And so on…
Examples… (If we have time…)
1) Unit Plan samples
2) IPA projects samples
3) Students samples
Came up with good ideas:
1. During Interpretive activities, have students
choose 5 key words
2. During Interpersonal activities, have students
think of 5 questions: their own Essential
Questions. (Critical Thinking)
Still lots of questions…
1. It is still difficult to separate each mode
2. Each mode depends heavily on the others
3. Culture, Connection, Community are
inseparable.
4. Don’t we have to assess separately?
5. Difficult to create for lower levels. Real
world task is challenging.
6. Yes, there are IPA rubrics, but…
Problems to be solved…
• Clarify relationship between Connection, Comparison and
Community
– Connection
• 3.1-easy (Math, health, Art, English, social study..)
• 3.2-respond to compliment, Present-giving culture, In-Group and OutGroup, Register
– Comparison
• 4.1 Culture comparison and contrast
• 4.2 History (system) of kanji
– Community
• 5.1-Invite local Japanese community to school events. Join school
activities
• 5.2 Sister school, exchange program, homestay.
Discussion:
• Purpose of Grading
• Formative vs. Summative
• Scoring Scales/Rubrics:
100%, 1 -4, 1- 5 AP, 1 – 7 IB, Foreign Scales,
Categories, weighing 5C or 3 Modes? What
about Culture?
• Common Assessments (How to connect)
• Student Growth Goal setting.
We need your help!
Your feedback and input are greatly
appreciated!
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www.lansberrylanguage.com
Join the discussion on Edmodo
WAFLT Group Code:5vrbuz
inoueyx@mukilteo.wednet.edu
425-765-3735