Infusing Culture in AssessmentHow to Write Novice IPAs

Sarah Moghtader, Dawn CarneyMaFLA Annual Conference 2014

Do Now: Partner turn and talk

➢ What is an IPA?

➢ Have you seen examples of IPAs that would work with your students?

➢ What is your students’ proficiency level?

➢ Are you aware of the books at the front of the room?

IPA Defined

An assessment that features three tasks, one from each mode of communication,

connected by a common theme.

The three modes of communication➢ Interpretive Communication

○ no interaction

○ authentic documents

■ created for and by speakers of the language

➢ Interpersonal Communication

○ spontaneous

➢ Presentational Communication

○ polished, practiced

○ no interaction

Formative vs summative assessmentFormative- assessments for

learning - provide feedback

during learning

- practice

- not graded

Summative- assessments of

learning

- at the conclusion of an instructional period

- degree to which the learner met the goals of instruction

Performance vs proficiency

Performance- Based on

instruction

- Familiar content

- In familiar instructional setting

Proficiency- Independent of

instruction

- Broad content

- What students can do regardless of setting

Performance & proficiency connected

performance practice tasks and assessments in the classroom build toward increased proficiency for the

learner

Proficiency levels

Novice

➢ respond to simple questions

➢ use:

○ isolated words○ lists of words○ memorized phrases○ some personalized re-combinations of words or phrases

➢ ask memorized, formulaic questions

➢ satisfy immediate needs

➢ WORD level

Proficiency levels

Intermediate

➢ “conversation” partner in simple, direct conversations

➢ describe and narrate

➢ ask and answer simple questions

➢ handle survival language

➢ “create” with language

➢ SENTENCE level

Novice IPA from the field

Infusing Culture through assessment:

➢ Aligned by a single overarching theme which is a topic of culture

➢ Use of authentic documents (texts created by native speakers for native speakers) in the interpretive tasks

Culture

relationship between the

products, practices and perspectives of

people

Clothing IPA

Interpretive Practice

C2

Interpersonal Practice

Presentational Writing Practice

C1

Assessment Introduction

Interpretive Assessment

C2

Interpersonal Assessment

C2

Presentational Speaking

AssessmentC1

Formative Assessment

Summative Assessment

Clothing can-do statements

I can…❏ name and describe different clothing and accessories.

❏ ask about and discuss clothing and accessories people wear and put on for different activities and in different seasons and weather.

❏ ask about and express opinions about clothing.

❏ shop for clothing and accessories.

❏ ask a salesperson useful questions that help me to purchase what I want or need to buy.

❏ express indecision about things I am considering buying.

❏ ask and tell how much something costs.

Interpretive practice

Mon Pull

Interpersonal practice

Role play a conversation between a salesperson and a customer who is shopping for items he or she will need for an upcoming camping

trip or vacation.

SalespersonI can ask a customer if he has made a decision. I can describe clothing for different activities and weather. I can ask for opinions about clothing and accessories.I can ask and tell how much something costs.

CustomerI can discuss clothing for different activities and weather. I can express opinions about clothing and accessories.I can ask if something is on sale and how much it costs.I can express indecision about things I am considering buying.

Presentational practice

Create a guide of what to wear for different seasons and activities. You can imagine 5 outfits you wear yourself or a person your age wears. For each outfit name the item of clothing, describe it,

say when or where it is worn and express your opinion about it.

Introduction

You would like to start a conversation with your French pen pal about fashion. To get more

information, you find a video on a French clothing website of a mock fashion show. First you will

watch the video with your classmates, then you will discuss what you like and didn’t like about the

clothes, finally you will make and narrate a video of a fashion show to send to your penpal.

Interpretive Assessment

Interpretive Video Dressing Story

Interpersonal Assessment

After seeing a video of a fashion show of French teens, discuss the outfits you saw. Each student should include:➢ Description of clothing and accessories ➢ Description of materials, fit and colors➢ Comment on what you like and don’t like about the clothing➢ Ask your classmate what he likes and doesn’t like about the

clothing

I can name and describe clothing and accessories.I can ask for opinions about clothing. I can express opinions about clothing.

Presentational Assessment

You will organize a fashion show. You will model clothes on a runway, accompanied by an oral commentary. Each member of the group will be responsible for wearing one outfit and writing a description that another group member will present as

the author models the clothing.

Implementation with Novice Students

➢ The National Standards “Comparaisons” circle asks us to have students compare C1 and C2. Novice students can start by defining C1.

➢ Scaffolding: Do a practice for each mode of communication. Do writing assignments to practice for speaking assignments.

➢ Start giving students IPAs from the lowest language level, learning the routine from the beginning will serve them well later.

➢ Students can evaluate each other using the rubric. As they evaluate their peer they will learn how to meet the requirements themselves.

Implementation with Novice Students➢ Make sure in your Interpersonal Assessment you don’t have one

person playing the role of the native or using language you haven’t taught. Novice students can’t improvise.

➢ Students study “can do” statements instead of studying vocabulary lists. Your language students will learn from the beginning level how to use language, i.e. proficiency.

➢ Students learn from the beginning to speak spontaneously for Interpersonal tasks and there is no need to wean students from using scripts in later years.

➢ IPAs drive a method of instruction that gets learners from the Novice level of formulaic phrases to the Intermediate level of creating language.

Writing Rubrics

Given (see in handouts): ➢ a novice interpersonal

prompt➢ an intermediate

interpersonal prompt➢ a sample rubric write a rubric for each prompt that corresponds to the level.

Bibliography➢ Implementing Integrated Performance Assessment by

Adair-Hauck, Glisan and Troyan, 2013

➢ The Keys to Planning for Learning by Donna Clement and Laura Terrill, 2013

➢ Photos by Alexandra Lecomte