Integrated performance–based assessments



Central States Conference on the Teaching of Foreign Languages

Extension Workshop

March 12, 2015

Table of Contents

A. Ideas for organizing, publicizing and presenting your workshop

B. Helpful websites

C. ACTFL World Readiness Standards for Learning Languages

The three modes of communication

D. Proficiency vs performance

E. ACTFL proficiency levels

F. Backward design of units

G. Template for developing an IPA

H. IPA – Integrated Performance Assessment®

I. Why use an IPA? What type of tasks are in an IPA?

J. Interpretive mode of communication

K. ACTFL template for writing interpretive tasks – Appendix D

ACTFL rubric for scoring interpretive tasks – Appendix F

L. Using authentic resources

M. Interpersonal mode of communication

N. Presentational mode of communication

O. Template for stretching IPA tasks across levels

P. Using an IPA as a year-end assessment

Q. Rubrics

R. References

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|A. Ideas for organizing, publicizing and presenting your workshop |

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|OFLA and ODE work closely together so that there is a consistent message. |

|Vertical alignment in your building, district and state is a must. |

|We used our Ohio Teacher Evaluation System (OTES) to drive the instructional shift. |

|We took the lead and gave input into how our world language teachers would be evaluated. |

|The ODE Model Curriculum and the OFLA weebly provide current and effective resources for |

|our teachers: IPA samples, authentic resources, rubrics, Can-Do checklists, instructional and |

|assessment tools, websites for language learners, etc. |

|We use the OFLA listserv to organize workshops, spread the message, share ideas, |

|answer questions, etc. |

|We created a cohort of teachers that were trained to lead workshops on proficiency, |

|modes of communication, performance-based assessments, etc. |

|We led (and continue to lead) workshops around the state to get our teachers on board. |

|ODE and OFLA continue to offer free or low-cost professional development around the state, |

|for teachers who want to learn even more! |

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|A. (cont.) Ideas for organizing, publicizing and presenting your workshop |

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|B. Helpful websites: |

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|Workshop Documents: |

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|Ohio’s World Language Model Curriculum: |

| (search box: World Language Model Curriculum) |

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|Ohio Foreign Language Association weebly: |

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|ACTFL |

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|C. ACTFL World Readiness Standards for Learning Languages; |

|Three Modes of Communication |

Standards Summary:

( Publications (hover) ( World Readiness Standards ( Standards Summary

How to use your textbook as a resource to your curriculum (see # 4 in this document):



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|D. Proficiency vs performance |

Assessing Performance vs Assessing Proficiency:



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|E. ACTFL proficiency levels and guidelines |

Print the ACTFL pyramid (8.5 x 11, or 11 x 17):

Download the proficiency guidelines, by skill and level:

View writing and speaking samples of each proficiency level, in many languages:



ACTFL proficiency levels defined:



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|F. Backward design of units (Wiggins and McTighe) |

Vanderbilt University “Understanding by Design”:



1. Identify desired results:

Performance target, communicative and cultural goals

2. Determine acceptable evidence:

Performance-based assessment

3. Plan learning experiences and instruction:

Instructional activities, authentic resources and content

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|G. Template for developing an IPA |

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Template for developing an IPA:



See page 22 – 23 of this packet + extra handouts, also

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|H. IPA – Integrated Performance Assessment® |

What is an IPA?



Sample IPAs:

OFLA weebly - IPAs (bottom of page):



OFLA Livebinder - Technology IPAs:



ODE Model Curriculum:



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|I. Why use an IPA? What type of tasks are in an IPA? |

Bloom’s Taxonomy for World Languages – Hedstrom

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|J. Interpretive mode of communication |

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|K. ACTFL Template for writing interpretive tasks – Appendix D |

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|ACTFL Rubric for scoring interpretive tasks – Appendix F |

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|Sample Interpretive activities and resources |

Appendix D and F can be found in the ODE Model Curriculum:



Sample activities for reading and listening:



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|L. Using authentic resources |

ODE Model Curriculum lists of authentic resources by language:



FL Teach:

Deutsche Welle:

Ver Taal:

Youtube (search in target language)

Google Images. Google (.fr / .es/ .de/ etc.)

Go-To List of World Language Resources:



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|M. Interpersonal mode of communication |

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Sample Interpersonal Activities:



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|N. Presentational mode of communication |

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Sample Presentational Activities:



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|O. Using an IPA as a year-end assessment |

Unit IPA sample

Final Exam IPA sample



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|P. Template for stretching IPA tasks across levels |

Template for stretching IPA tasks across levels:



See page 24 of this handout, also.

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|Q. Rubrics |

Why use a rubric?

Analytic (performance) vs Holistic (proficiency) rubrics

Sample rubrics:



OFLA performance rubrics:

OFLA proficiency rubrics:

ACTFL proficiency rubrics:



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|R. References |

Adair, Glisan, Troyan. Implementing Integrated Performance Assessments. American Council on the Teaching of Foreign Languages, 2013

Sandrock, Paul. The Keys to Assessing Language Performance: A Teacher's Manual for Measuring Student Progress. American Council on the Teaching of Foreign Languages, 2010

American Council on the Teaching of Foreign Languages, 2015.

Battelle for Kids, 2015. FIP Your School Ohio.

Kentucky Department of Education, 2015.

National Council of State Supervisors for Languages, 2015.

OFLA IPA Tech Integration Livebinder, 2014.

OFLA Weebly, 2015.

Ohio Department of Education, 2015:

Ohio Foreign Language Association, 2015.

Developing an IPA for your Chapter Assessments

1. Select a theme and a communication goal or context.

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2. Choose the standards you will focus on for this theme. Include interdisciplinary

standards.

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3. Choose your proficiency level _______________________________

4. Create your summative assessment.

|Interpretive |Interpersonal |Presentational |

|Sources: |Situation and questions: |Task: |

5. Decide what your students need to do and to know to be successful.

|Functional Language |Content, Vocabulary, Grammar |

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6. Design activities for formative assessments and learning checks

|Interpretive |Interpersonal |Presentational |

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INTEGRATED PERFORMANCE–BASED ASSESSMENTS

Moving your state from

performance to proficiency:

The Ohio Model

CSCTFL

Extension Workshop

Minneapolis, Minnesota

March 12, 2015

Kathy Shelton

World Language Education Program Specialist

The Ohio Department of Education

Kathleen.Shelton@education.

614-995-4840

Martha Pero Halemba

Professional Development Chair,

Ohio Foreign Language Association

Spanish Teacher, Hudson City Schools, Hudson, Ohio

Halembam@hudson.edu

330-653-1416, ext. 3514

© 2015, Kathleen D. Shelton

© 2015, Martha Pero Halemba

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