Standard-Based Integrated Performance Assessment: Linking IPA with Learning

Sponsored by The Council on East Asian Studies at Yale
Yale Center for Language Study, 21 Yale language faculty members had the opportunity to take pat in the workshop: Standard-Based Integrated Performance Assessment: Linking IPA with Learning. 

Being one of these 21, I got the opportunity to learn and deepen my teaching and testing strategies .

This workshop introduced IPA model with its design features, and shared
actual examples. Step by step development of IPA  was then introduced along with
grading practice with rubrics. All participants then designed and developed their
own IPA using selected authentic materials which they can implement in their
own classrooms. At the end,  all participants deepen their knowledge and
skills on how to develop assessment of three modes of communication and to
reconsider own curricular materials by sharing and discussing their own IPAs
with the other participants.

Group Picture pf participants

Integrated Performance Assessment model was originally designed by ACTFL
two decades ago with integrated performance standards to measure students’
on-going performance progress in integrated skills of reading, listening,
speaking and writing during a language course. While Proficiency Assessment
such as OPI measures students “proficiency gains” after a “significant period” of
learning, IPA fill the void for an assessment that could determine the level at
which learners interpret authentic texts in the foreign language, interact with
others using the target language in oral and written form, and present oral and
printed messages to audiences of listeners and readers (Adair-Hauck, Glisan and
Troyan, 2013).