What is an Integrated Performance Assessment?

Theory of Language Assessment

What is a performance assessment?

Toni Theisen's IPA examples
Andrea Henderson's IPA examples

What is an Integrated Performance Assessment? (IPA) CobaLTT-CARLA Assessment information-What is IPA?
The IPA is a classroom-based assessment model that can be used for evaluating student’s language use in the three communicative modes (interpersonal, interpretive, and presentational) that correspond to the communication standards that appear in the national Standards for Foreign Language Learning (1996/1999).
In its original form, the IPA model proposes a cyclical approach to the development of performance assessment units. These units are thematic-based are composed of tasks that correspond to the three modes of communication.

The process begins with the three communicative modes as a reference point, and then moves to the selection of a theme followed by the creation of tasks around that theme, which correspond to the three modes. For example, within the theme of food and nutrition, students might read about and study a diagram of the new food pyramid for the interpretive task. Then for the interpersonal task, they might be assigned to a partner and be asked to compare a food diary in the context of what they learned about the food pyramid and daily dietary guidelines. Finally, for the presentational task students might create a daily food plan and explain orally to the class how their menu corresponds to the food pyramid guidelines. Figure 1 provides an overview of the assessment cycle. For a more detailed description and several examples, see CARLA’s Virtual Assessment Center.


IPA Thematic Units Activities and Assessments-New Jersey-FLENJ

Rubric links

FLENJ (Foreign Language Education in New Jersey) CAPS Rubrics

Consortium for Assessing Performance Standards Rubrics-FLENJ Rubrics

By clicking on the links below you can access the rubrics that were created by the CAPS project. The rubrics that are found here were developed during the three years of this project and are based on the ACTFL Performance Guidelines for K-12 Learners. The criteria listed in each rubric come directly from the Guidelines. At the novice and intermediate level an attempt has been made to use student-friendly language. Thus, the criteria have been re-stated in terms of a question that the student would ask him/herself while completing the assessment task. At the pre-advanced level, the language of the rubrics closely corresponds to the language in the Guidelines. By the time students reach this level, they have had extensive experience with the novice and intermediate rubrics so that they are ready to understand the criteria as defined by professionals in the field. These generic rubrics were used by teachers as they wrote their own task-specific rubrics.
Interpersonal Speaking Rubric
Presentational Writing Rubric
Interpretive – Novice
Interpretive – Intermediate
Interpretive – Pre-advanced
Interpersonal – Novice
Interpersonal – Intermediate
Interpersonal – Pre-advanced
Presentational – Novice
Presentational Speaking – Novice
Presentational Writing – Novice
Presentational – Intermediate
Presentational – Pre-advanced