Integrated Performance AssessmentIntegrated Performance AssessmentIntegrated Performance AssessmentIntegrated Performance AssessmentDesigning Designing BackwardsBackwards::

From Standards Through AssessmentFrom Standards Through Assessmentto Daily Instructionto Daily Instruction

P l S d kPaul SandrockWisconsin Department of

Public Instruction

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M ti ti St d t L iM ti ti St d t L iMotivating Student LearningMotivating Student Learning

• Focusing learning and teaching through assessmentg

• Engaging students through aEngaging students through a meaningful context for learning

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IPA Project: GoalsIPA Project: GoalsIPA Project: GoalsIPA Project: Goals1. Design a prototype for standards-based

assessmentassessment• Chart student progress• Link with Performance Guidelines for K-12

LearnersLearners

2. Field test the prototype• Effectiveness of measuring student progress • Accuracy of using rubrics for ratings

3 Use IPA tool as catalyst for reform3. Use IPA tool as catalyst for reform• Connect assessment, curriculum, instruction• Develop samples with student work

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p pexemplars

IPA Project: Pilot SitesIPA Project: Pilot SitesIPA Project: Pilot SitesIPA Project: Pilot Sites• Appleton, WI

• Fairfax County, VA

• Oregon (consortium of districts)Oregon (consortium of districts)

• Putnam City, OK

Springfield MA• Springfield, MA

• Wallingford-Swarthmore, PA

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Traditional planning designTraditional planning designTraditional planning design:Traditional planning design:

1 start with the vocabulary and grammatical 1. start with the vocabulary and grammatical structures

2. practice

3. quizq

4. practice more

5 culture5. culture

6. chapter test

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Designing backwardsDesigning backwardsDesigning backwards:Designing backwards:

1 start with the ends (performance goals)1. start with the ends (performance goals)

2. envision activities to lead students to success

3. select the means (language elements)g g

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IPA: CharacteristicsIPA: CharacteristicsIPA: CharacteristicsIPA: Characteristics

• AuthenticAuthentic

• Performance-based

B d th 3 d f i ti• Based on the 3 modes of communication

• Integrated

• Illustrate developmental progress (according to ACTFL Performance Guidelines for K-12 Learners)

• Blend with classroom instruction and experiences

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Integrated Performance Assessment CycleIntegrated Performance Assessment Cycleg yg y

InterpretiveC i i

PresentationalC i i Communication

TaskCommunication

Task

InterpersonalCommunication

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Task

IPA: Your HealthIPA: Your HealthIPA: Your HealthIPA: Your HealthInterpretive Task

Read article;Read article; complete comprehension guide

I t l T kInterpersonal TaskSpontaneous conversation, make comparisons with partnermake comparisons with partner, identify commonalities

P t ti l T kPresentational TaskWrite letter of application

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Helena Curtain advises thatHelena Curtain advises that ourourcontextcontext for teaching be:for teaching be:co eco e o eac g beo eac g be-- Cognitively engaging Cognitively engaging

-- Intrinsically interesting Intrinsically interesting

Culturally connectedCulturally connected-- Culturally connectedCulturally connected

Add:Add:Add:Add:-- Communicatively purposefulCommunicatively purposeful

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Create a Context for Your UnitCreate a Context for Your UnitCreate a Context for Your UnitCreate a Context for Your Unit

• Identify a topic areaIdentify a topic area

• Brainstorm content elements

• Create essential questions

• Focus for real-life authentic• Focus for real-life, authentic application

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Fi t f Fi t f Fine tune your performance Fine tune your performance assessment tasks:assessment tasks:assess e as sassess e as s

What kind of language would students produce by doing what is requested in the performance assessment?performance assessment?

Am I pulling out of my students the language sample I need to see?

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Assessing the Interpretive ModeAssessing the Interpretive ModeAssessing the Interpretive ModeAssessing the Interpretive Mode

Words: Select words that help you pull outWords: Select words that help you pull out the meaning

Ideas: Predict logical ideasIdeas: Predict logical ideas• Circle the ideas actually in the article• Write the information given

Context Clues: Use growing sense of meaning to describe new phrases

Inferences: Use evidence in the article to tell something new

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Your HealthYour Health-- Presentational ModePresentational ModeNovice Level

Write a letter to nominate 20 Aim forWrite a letter to nominate yourself as school’s ambassador to your sister school

20 minutes

Aim for 100 words

Intermediate LevelWrite application letter to sports 30

i tAim for 200camp minutes 200 words

Pre-Advanced (Int-High) Level( g )Write an article for your sister school’s newspaper describing causes of stress/how to manage

40 minutes

Aim for 300 words

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causes of stress/how to manage words

Assessing the Interpersonal ModeAssessing the Interpersonal Mode

How can you capture the spontaneous exchange of information and ideas?exchange of information and ideas?

H d id t iti fHow do you provide opportunities for students to practice such a performance?

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Integrated Performance AssessmentIntegrated Performance AssessmentIntegrated Performance AssessmentIntegrated Performance AssessmentElementary Grades: Community Workers

Interpretive Interpersonal Presentational

Watch a video; match names and

Discuss how to make a tourist map for

Prepare and present a commercial for

descriptions of businesses

pimaginary city jobs in the

imaginary city

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Integrated Performance AssessmentIntegrated Performance AssessmentIntegrated Performance AssessmentIntegrated Performance AssessmentMiddle School: Interests and Careers

Interpretive Presentational Interpersonal

Summarize similarities and differences

Tell of your life and interests; explain future

Discuss plans for high school, how courses

with student in reading; tell how

pcareer, study, and travel

will prepare you for future career planshow

compatible you would be

career plans

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Thematic Performance AssessmentThematic Performance AssessmentThematic Performance AssessmentThematic Performance AssessmentSenior High: Preparing for International Careers

Interpretive Interpersonal Presentational

Listen to guest speaker; discuss

Discuss pros and cons of various career

Write internship applicationdiscuss

importance of language and

lt l

various career choices

application letter

cultural understanding in this career

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Evaluate Your Assessments Tasks Evaluate Your Assessments Tasks Evaluate Your Assessments Tasks Evaluate Your Assessments Tasks and Rubricsand Rubrics

1. Sufficient language sample2 Motivation and engagement2. Motivation and engagement3. Not dependent on vocabulary or content

k l dknowledge4. True evaluation of interpretive strategies5. Rubric focuses on quality, not quantity

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Implications for Your TeachingImplications for Your Teaching

Share changes to assessment you want to implement in your next teaching unitimplement in your next teaching unit

Identify one change in your teaching you want to try in your next unitwant to try in your next unit

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Benefits to using thematic Benefits to using thematic Benefits to using thematic Benefits to using thematic performance assessmentsperformance assessments

Provides a way to document and show progressprogress

Creates common goals and expectationsF i t ti t ll l lFocuses instruction at all levelsBuilds in spiral development and continuous

( ti l ti )progress (articulation)“Teaching to the test” at its most beneficial

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Discover Languages

s.paul.sandrock@dpi.wi.gov

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