WHAT IS AN IPA???

1. “Integrated Performance Assessments ­  Moving Up ↑”8:00 sessionCentral Corner Presenters:Melissa HughesKasey Farrell and Angela Mazzenga Jairo Coronado and Katlyn Weldon Patrick Braun

2. WHAT IS AN IPA??? SELF QUIZ

3. 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 response

4. To design any performance assessment task: Contextualize the task. Aim to design “meaningful” tasks that are interesting to the learner and relevant/practical. Design performances, not drills. Build tasks backwards from the models and scoring criteria (Students should know the target and standard in advance)

5. 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 Presentational. 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 pre-advanced 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(www.actfl.org)

7. ACTFL RUBRICS FOR IPAs(provisional)

8. EXAMPLES: OUR IPAs • Melissa • Angie and Kasey • Katlyn and Jairo • Patrick • Others

9. [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 purpose?

10. 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?

11. 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!

12. IPAEl Chupacabra Presented by: Kasey Farrell & Angie Mazzenga

13. Overview of “El Chupacabra” IPA • Contextualization • Spanish version of Kids’ Discovery magazine • Legend preview • Article (Interpretive) • Discussion (Interpersonal) • Written work (Presentational)

14. Interpretive Task • Chupacabra article • Students read article at home • During class… • Main Ideas • Supporting Details • Meaning from Context • Inferences • Assessment • ACTFL Interpretive Mode Rubric Intermediate

15. Interpersonal Task • In-class discussion • Opinions • Facts from article • Predictions • Comparisons/Differences • Recommendations • Hypothetical Situation • Use of different verb tenses • Assessment • Use ACTFL Interpersonal Mode Rubric Intermediate

16. Presentational Task • Written Piece • Spanish Kids’ Discovery article • Requirements • Descriptions • Suggestions • Opinions • Different verb tenses • Present, past, formal commands, and subjunctive • Assessment • ACTFL Presentational Mode Rubric Intermediate

17. El graffiti a debate: ¿es realmente un arte? (Katlyn y Jairo)

18. 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?

19. Yo, como aficionado al graffiti que soy, lo considero un arte En Europa hay graffitis famosos, como por ejemplo el Stop Landmines en Ginebra (Suiza), o los del Festival de arte urbano Poliniza, en Valencia (España). • Por otra parte, la mayoría de los graffiteros lo hacen sin permiso, en contra de la ley. El 90% de estos delitos de daño a la propiedad son cometidos por jóvenes de entre 13 y 20 años de edad, con un elevado índice de problemas psicosociales.

20. [PATRICK]“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 Spanish. • 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.

21. “Conociendo a nuevos amigos” • Assessment Tools: • Interpretive Assessment: Article “Cómo ser un buen amigo” with comprehension guide. • Interpersonal Assessment: Contextualized conversation. • Presentational Assessment: Write a letter about why you can/cannot be friends.

22. “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.

23. “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…

24. “Los Escritores” • Assessment Tools: • Interpretive Assessment: Book “Cuándo yo era niña” with comprehension guide. • Interpersonal Assessment: Contextualized conversation. • Presentational Assessment: Produce a children’s book written in the past.

25. “Los escritores” • Useful Linguistic Tools: • Review: • Simple questions. (What is your name?) • Preterit. • New material: • Reaction phrases. • Imperfect.

26. Interpersonal • 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

27. IN SUMMARY: Think about the unit you are planning • What are your assessment targets for Interpretive, Interpersonal, and Presentational communication? • How do these performance assessments engage and motivate your students?

28. WHAT IS AN IPA??? 2nd SELF QUIZ

29. ?????? SUGGESTIONS? COMMENTS? Ideas?