actfl presentation fall 2006

8/2/2019 ACTFL Presentation Fall 2006

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Using the ACTFLIntegrated Performance Assessment inAdvanced University Courses

Donna Shelton, PhD

Northeastern State UniversityTahlequah, Oklahoma


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Contents

Overview of the ACTFL IPA or Integrated

Performance Assessment

University-level application of the IPA

IPA simulation in small groups

Example tasks for Spanish

The IPA as a program assessment tool


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Overview of the ACTFL IPA


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The ACTFL IPA Project

Grew out of need to assess learner progress in

reaching the standards

Assessment had not kept pace with changes ininstructional strategies

1997 grant from the Department of Education todevelop the IPA or Integrated Performance

Assessment

Adair-Hauck, Bonnie, et al. The Integrated Performance Assessment (IPA):Connecting Assessment to Instruction and Learning.Foreign Language Annals

39 (2006): 359-382.


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Need for assessments that determine how well

students can communicate in all three modes

Interpretive

Interpersonal Presentational


39 (2006): 359-382.


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The ACTFL IPA Project ACTFL IPA Project had three goals

Design instrument to measure progress towardmeeting standards

Conduct research on effectiveness of instrument

Use the instrument as a catalyst for reform

Assessment within the framework of ACTFL

Performance Guidelines for K-12 Learners

Adair-Hauck, Bonnie, et al. The Integrated Performance Assessment (IPA):

Connecting Assessment to Instruction and Learning.Foreign Language Annals39 (2006): 359-382.


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Three-year project, 1997-2000

Prototype design

Creation of sample tasks for proficiency ranges

Professional development for participants

Field testing


39 (2006): 359-382.


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Overview of IPA Tasks

Each set of tasks has an introduction

Framework for all three tasks

All related to one theme or area of content

Authentic or real-world tasks to assess languageperformance

Modeling and practice precede the performance

task


39 (2006): 359-382.


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Performance Assessment Units:

A Cyclical Approach

I. Interpretive

Communication Phase

III. PresentationalCommunication Phase

II. InterpersonalCommunication Phase

Based on graphic in Glisan, Eileen W. et al. ACTFL Integrated PerformanceAssessment, ACTFL, 2003.


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Evaluating IPA Performance

Rubric criteria based on ACTFL Performance

Guidelines for K-12 Learners Proficiency range (Novice, Intermediate, Pre-

advanced)

Communicative mode Language performance in six domains

(Comprehensibility, comprehension, language

control, vocabulary, cultural awareness,communication strategies)

American Council on the Teaching of Foreign Languages. ACTFL Performance

Guidelines for K-12 Learners. Yonkers, NY: ACTFL,1998.


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Feedback Loop Instructor evaluation of student performance

after each communicative task

Tasks students can handle on their own

Tasks that challenge students

Responsive assistance Not explicit feedback on right and wrong

responses

Assists students in developing strategies to handletasks theyre not ready to do independently

Glisan, Eileen W. et al. ACTFL Integrated Performance Assessment, ACTFL,

2003.


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Interpretive Communication

Phase

Listening, reading,

viewingTwo essential skills:

Literalcomprehension

Interpretive

comprehension


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Interpersonal Communication

PhaseY despus

tuve que

De veras?Pues, yo

Speaking orwriting

Two or moreinteractive

participants

Spontaneousand not scripted


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Presentational Communication

Phase

Spoken or written one-way communication to anaudience of listeners or readers

(not only the instructor)Real-world task and culmination of IPA


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University-LevelApplication of the IPA


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IPAs at the University Level

ACTFL IPA Project involved public school

language programs at a variety of levels No apparent research on IPAs past K-12 level

Need for greater focus on standards in alluniversity courses

Need in university programs for performance

assessments from elementary through advancedcourses


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Language and Content Courses Upper-level students are likely still in the

Intermediate proficiency range

Upper-level content courses

Often dont support language acquisition

Few opportunities to use Advanced- andSuperior-level language functions

Classroom talk is often an IRE-based dialogue

(teacher initiation, student response, evaluation)

Mantero, Miguel. Bridging the Gap: Discourse in Text-Based Foreign LanguageClassrooms. Foreign Language Annals, Volume 35 (2002): 437-456.


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Language and Content Courses Donato and Brooks observed a senior-level

literature course in a large university

Prominent discourse patterns inhibited extendedresponses on the part of students

Most common question types did not encourageAdvanced- or Superior-level responses

Most discussion was conducted in the presenttense

Donato, Richard and Frank B. Brooks. Literary Discussions and AdvancedSpeaking Functions: Researching the (Dis)Connection.Foreign Language

Annals 37 (2004): 183-199


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Language and Content Courses Donato and Brooks noted that discourse in

literature course has several implications,including

Literature courses have potential for Advanced-level language acquisition

To reach this potential, a variety of interactionpatterns is needed, with regular opportunities forextended, elaborated responses

Donato, Richard and Frank B. Brooks. Literary Discussions and AdvancedSpeaking Functions: Researching the (Dis)Connection.Foreign Language

Annals 37 (2004): 183-199


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IPA Use in Advanced Courses

Incorporating IPAs into upper-level courses

Composition and conversation, civilization andculture, literature

Means for integrating content and languageacquisition

Appropriately designed, IPAs could stimulate the

extended, elaborated discourse absent from theliterature course observed by Donato and Brooks


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IPA Modifications in Advanced Courses Thematically related real-world tasks for each

communicative mode key to IPA Intermediate-level example, theme of work

Interpretive task: Read classified job ads

Interpersonal task: Discuss and compare the adswith a classmate indicate which job you prefer

Presentational task: Write an application letter

How do these tasks differ in advanced contentcourses?


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IPA Modifications in Advanced Courses Thematic course organization facilitates IPA use

Real-world tasks at this level are generallyacademic or formal communicative functionsrelated to the content

Must require more than factual recitation

Must encourage critical thinking

Must involve extended discourse, expressions ofopinion and hypothesis, narration in all major timeframes and other characteristics of higher-levellanguage use


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IPA Modifications in Advanced Courses Rubrics for each communicative mode

ACTFL Performance Guidelines for K-12 Learnerscan be used as a starting point

ACTFL/NCATE Standards One and Two for

language education candidates and their rubricsare very useful

Criteria and descriptors reflect expectation of

higher proficiency levels Content of the task must be included in the rubric


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IPA Simulation in Small Groups


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A Brief Example IPA in English

Overview of the tasks

Theme uniting the three tasks: the relationshipbetween place and identity

Assumes previous readings and conversations formodeling and practice prior to first IPA task

Tasks should elicit elements of Advanced-and

Superior-level language as defined by ACTFL Partial task completion today due to time limit


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Overview of The TaskYou are training to work as a counselor for people whoselives have been disrupted by natural disasters. You have

learned about the concept of attachment to place and therole of place in personal identity. Now youre going tolisten to a podcast describing one persons experience withthe near loss of the place he considers home, and thenyoure going to talk to a friend who is also in the trainingprogram to find out about his or her own experiences. Tocomplete this part of your training, youre going to write an

essay exploring the relationship between place, identity,and the aftermath of natural disasters.


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Example Interpretive Task Podcast from NPR series This I Believe

Mike Miller, My Home Is New Orleans, August 28,2006

http://www.npr.org/rss/podcast/podcast_directory.php

See also http://thisibelieve.org/index.php Contributed essays describing the personal

philosophies of the authors

Interpretive task completed by individuals


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Example Interpretive Task Podcast comprehension guide

Based on the Pre-advanced Comprehension GuideTemplate in the ACTFL IPA manual

Variety of comprehension tasks

Main idea and supporting information Meaning from context

Concept inferences

Authors perspectives Comparing cultural perspectives

Personal reaction to the text


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Example Interpretive Task Main idea

After listening to the podcast, write a few sentences to

explain the main idea Supporting information

Meaning from context

What is the meaning of the word pulse in this podcast?

Authors intent

What is the importance of the authors two professions inhis story?

Why does the author emphasize the difficulty of life inNew Orleans in his essay?


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Example Interpersonal Task

Talk to one of your peers in your training program

to find out what he or she thinks. Find out wherehe or she grew up. Ask him or her to describe anexperience that occurred there. Find out whether

he or she still has a strong attachment for theplace, and if he or she believes the place had animpact on his or her identity. You have fiveminutes.


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Example Presentational Task

To complete this part of your training program,

write an essay exploring the relationship betweenplace, identity, and the aftermath of naturaldisasters. You will use all of the texts that we

have read and the interviews you have conductedduring the training program as resources. Theessay must be evaluated by the programinstructors before you can begin the next part ofthe program.


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Example Tasks for Spanish


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Composition and Conversation Course Example

Theme: A Better Life (Immigration and Indigenous Rights)

Preparation: View the film El norte in sections and complete an

interpretive exercise over each section, followed by conversations over thefilm and postings to the Blackboard discussion board. Complete relatedreadings on immigration and rights of indigenous people.

Overview of the IPA: You have been following the national debate overillegal immigration and you realize that you need to know more about the

issue before you decide how you feel about it. Youve also become awarethat some of the immigrants are from the indigenous cultures of Mexicoand Central America, which interests you as a resident of Tahlequah,Oklahoma, the capital of the Cherokee nation. You do some reading aboutthe issue, discuss it with your classmates to learn what they think and to

share your opinions, and then do further research on an aspect of the topicto allow you to present additional information to your peers.


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Composition and Conversation Course Example

Theme: A Better Life (Immigration and Indigenous Rights)IPA Interpretive Task: Read the personal experiences of several femaleimmigrants on the website for PBS documentary called La ciudad atwww.pbs.org/itvs/laciudad/asuntos4.html. Complete an interpretive exercise

similar to the examples in ACTFL IPA manual.

IPA Interpersonal Task: Students are divided into small groups, and eachgroup selects either immigration or indigenous rights as their topic. Eachstudent reads an additional article over the topic in preparation. Students

converse as a group, initiating and ending the conversation on their own,discussing opinions related to the topic, sharing their new information, andasking questions about what others have learned.

IPA Presentational Task: Oral presentation to the class using PowerPoint on amore specific aspect of the topic (such the debate over immigration in the US)and based on additional resources. The presentation provides other studentswith additional information on the topic.


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Civilization and Culture Course Example

Theme: Cultural Encounters in the New World

Preparation: Textbook and brief authentic readings related to the Spanishexploration and conquest of the New World and also to indigenous culturesand their reaction to the arrival of the Spaniards. Completion ofinterpretive exercises for the authentic readings, class and discussion boardconversations.

Overview of the IPA: You are aware from your previous studies that theEuropean conquest of the New World resulted in the near decimation of the

native peoples of this hemisphere. You are going to investigate how eachgroups perception of the other influenced their encounters by readingselections of authentic texts written by Spaniards and by Aztecs, analyzingand comparing the reactions of each group during conversations with yourpeers, and finally summarizing your findings in a formal, written document.

Ci ili i d C l C E l


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Civilization and Culture Course Example

Theme: Cultural Encounters in the New World

IPA Interpersonal Task: Students will converse in small groups, initiating,sustaining, and closing the discussion on their own. During thisconversation students will share their description and analysis of the

Spanish perception of the Aztecs with their peers, and each will contributeto the discussion information and comparisons gained through otherreadings.

IPA Presentational Task: Using all the sources studied during this theme,prepare a formal essay analyzing and comparing the perceptions theSpaniards and native peoples had of each other and how these perceptionsinfluenced the final outcome of their encounter.

IPA Interpretive Task: Read the chapter of Bernal DazThe Conquest ofNew Spain that describes the Aztec city of Tenochtitln and in particulartheir religious practices. Complete an interpretive task similar to the ACTFL

IPA manual examples.

Lit t C E l


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Literature Course Example

Theme: Culture and Society of Medieval Spain

Preparation: Review of the history of medieval Spain and the Reconquestlearned in other courses. Read excerpts of several works of medievalSpanish literature, both earlier works and those contemporary to don JuanManuel. Become familiar with the biography and works of don Juan Manuel.

Overview of the IPA: You will soon read stories from don Juan Manuels Elconde Lucanor, one of the earliest prose works in Spanish literature. Tobecome more familiar with the work and with the culture of medieval Spain

as shown in the work, you will each read a story from El conde Lucanor,discuss and compare your story and others in small groups, and finally, afteradditional reading, present an analysis of the stories to the your classmates.

Lite at e Co se E ample


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Literature Course Example

Theme: Culture and Society of Medieval Spain

IPA Interpretive Task: Some of you will read De lo que aconteci a unmancebo que se cas con una mujer muy fuerte y muy brava, and rest of

you will read Lo que sucedi a un den de Santiago con don Illn, el mago

de Toledo. After you have read your story you will complete an interpretive

task.

IPA Interpersonal Task: You will work together in groups of four to discussand compare the structure, plot, characters, and themes of each story. You

will also explain what you think your story teaches the reader about the

culture of medieval Spain. You are responsible for obtaining as much

information about the other story as you can from the other members of

your group.

IPA Presentational Task: Each of you will read one of several additionalstories from El conde Lucanor, and then you will each make an oral

presentation analyzing the cultural products, practices, and perspectives of

medieval Spain as seen in the three stories you will read.


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The IPA: A ProgramAssessment Tool


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IPA and Program Assessment University- and accreditation-agency mandated

program assessment procedures Well-designed IPAs could serve as baseline,

formative, and perhaps even summative

assessments of language proficiency in all threecommunicative modes

IPAs could serve as artifacts in content-area

portfolios used as program assessments


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IPA and Program Assessment New requirements for language teacher education

programs accredited by NCATE

Eight assessments, the second assesses contentknowledge and skills

ACTFL/NCATE Standards 1 and 2

Standard 1: Language, Linguistics, Comparisons

Standard 2: Cultures, Literatures, Cross-DisciplinaryConcepts

IPAs could be artifacts of an Assessment Twoportfolio


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ACTFL/NCATE Assessment #2

Content Knowledge in the Languages to be Taught

This assessment should include, but is not limited to, thecontent of Standards 1 and 2. Specifically, assessmentsshould address how candidates demonstrate their mastery ofsuch concepts as: (1) the linguistic elements of the targetlanguage, (2) similarities and differences of the target

language and other languages, (3) connections among theperspectives of a culture and its practices and products, (4)the recognition of the value and role literary and culturaltexts play in the interpretation of the target culture, and (5)

the integration of knowledge of other disciplines andviewpoints accessed through the target language.

American Council on the Teaching of Foreign Languages. Preparing the

ACTFL/NCATE Program Report. ACTFL, 2006.


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Presentation Resources

Adair-Hauck, Bonnie, et al. The Integrated Performance Assessment (IPA):Connecting Assessment to Instruction and Learning.Foreign Language Annals39 (2006): 359-382..

American Council on the Teaching of Foreign Languages. ACTFL PerformanceGuidelines for K-12 Learners. Yonkers, NY: ACTFL,1998.

American Council on the Teaching of Foreign Language. ACTFL ProgramStandards for the Preparation of Foreign Language Teachers. ACTFL, 2002.

American Council on the Teaching of Foreign Languages. Preparing theACTFL/NCATE Program Report. ACTFL, 2006

Chaves Tesser, Carmen and Donna Reseign Long. The Teaching of SpanishLiterature: A Necessary Partnership between the Language and LiteratureSections of Traditional Departments.Foreign Language Annals, Volume 33

(2000): 605-613.Donato, Richard and Frank B. Brooks. Literary Discussions and AdvancedSpeaking Functions: Researching the (Dis)Connection.Foreign Language

Annals 37 (2004): 183-199

Glisan, Eileen W. et al. ACTFL Integrated Performance Assessment, ACTFL, 2003


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Presentation ResourcesGlisan, Eileen and Richard Donato. Continuing Commentary: Its Not Just aMatter of Time: A Response to Rifkin. Foreign Language Annals. 37 (2004):470-476.

Mantero, Miguel. Bridging the Gap: Discourse in Text-Based ForeignLanguage Classrooms. Foreign Language Annals, Volume 35 (2002): 437-456.


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Questions?

Thank you!

Donna Shelton, [email protected]

actfl presentation fall 2006

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