1. INFORMACIÓN SOBRE EL IPA BIENVENIDOS A LA CLASE DE ESPAÑOL

2. ASSESSMENT IN SPAN 1311 How will you be assessed in this course? Integrated Performance Assessment (IPA) Not standard grammar and use Developed by ACTFL to reach goals of Standards for Language Learning in 21st Century Focus on communication Focus on authentic texts for authentic communication What is involved in IPA? 3 Communication modes Interpretive Interpersonal Presentational

3. IPA: A CYCLICAL APPROACH I.Interpretive Communication Phase Students listen to or read an authentic text (e.g. newspaper article, radio broadcast, etc.) and answer information as well as interpretive questions To assess comprehension. Teacher provides students with feedback on performance II. Interpersonal Communication Phase After receiving feedback regarding interpretive phase, students engaged in interpersonal oral communication about a particular topic which relates to the interpretive text. This phase should be either audio- or videotaped III. Presentational Communication Phase Students engage in presentational communicaiton by sharing their research/ ideas/opinions. Sample Presentational formats: Speeches, drama skits, radio broadcasts, posters, Brochures, essays, websites, etc.

4. INTERPRETIVE MODE Students interpret authentic materials Visual and aural Rubrics and expectations given before tasks Students’ assessments guide instruction

5. INTERPERSONAL MODE Students communicate with each other Written or spoken communication Authentic texts Authentic activities Student performance drives instruction Interpersonal activities draw from interpretive activities Rubrics and expectations given prior to assessment

6. PRESENTATIONAL MODE Students turn in written presentation – paper – or give oral presentation at the end of each unit Culmination of interpretive and interpersonal activities Requires students to use prior knowledge Polished presentation or paper that results from revision Students present their topics to the class at the end of each unit Rubrics and expectations given prior to assessment

7. WHY USE THE IPA? What does the student gain? What does the instructor gain? How does this help prepare students for real-world interactions?

8. BENEFITS Students receive authentic context for communication Students receive individualized feedback at every step Students are prepared for interactions in settings outside of the classroom – not scripted!

9. SAMPLE UNIT: WEATHER Students would receive vocabulary input and build knowledge of the unit After input, students will receive a rubric and example of the assessment task. Then, students receive a copy of a weather report – can be written or oral report – from a Spanish- speaking station – what SS people would use to plan their week Students will review the input (the weather report) and answer comprehension questions.

10. SAMPLE IPA: WEATHER CONTD. After completing the interpretive task, students will receive feedback based on the rubric. Then, students will be asked to complete an interpersonal task. Rubrics will be given for a successful task, and the instructor will provide an example. Students will work together, using the rubric, to complete the interpersonal task – may be deciding what to wear, using the weather to plan a vacation, or relaying information about the forecast to a friend. Task can be recorded and individual feedback provided

11. SAMPLE IPA: CONTD The final task, a presentation, will include information that students have used in previous tasks. Presentation can be oral, a website created, a paper written, or any other presentational communication method Students will receive rubric and sample from instructor Once completed, students will receive feedback based on rubrics.