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Understanding Proficiency
and IPAsOhio Foreign Language
Association
Objectives: You will be able to...
1) Explain the characteristics of the proficiency levels.
2) Explain the 3 modes of communication.
3) Explain the use of IPAs for SLOs.
4) Explain the parts of an IPA.
5) Develop an example IPA.
I. Proficiency Vs. Performance
Proficiency
• to communicate meaningful information
• in spontaneous interaction
• understandable to native speakers
• does not mean perfection
Performance
• performance in familiar contexts
• practiced and rehearsed
• connected to specific curriculum
Proficiency OR Performance?
A. Mrs L. is a French teacher who just completed a chapter on food with her French 1 class. She decides to take her students to a local African restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks.
B. Suddenly, two African men come to the table and start interacting with her students. Their questions are not necessarily related to food. After the initial shock, Mrs L.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like French"), they have a hard time understanding the native
speakers.
II. Proficiency Levels
What are the proficiency levels?
Novice
Intermediate Superior
Advanced
Proficiency Levels
Proficiency Levels for SLOs
Level 1: Novice-midLevel 2: Novice-high
Level 3: Intermediate-lowLevel 4: Intermediate-MidLevel 5: Intermediate-High
AP: Advanced-Low
Proficiency Levels Defined
Proficiency Sublevels
LOWa baseline performance for the level; sustained but skeletal for the level; “Just hanging on”
MID solid performance for level; quantity/quality for the level; may have some features of the next level
HIGH
sustained performance close to the next major level
Examples
Determine why the speakers are Novice and Intermediate
Novice
Intermediate
Further Proficiency Descriptions
http://actflproficiencyguidelines2012.org/
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf
Proficiency Sublevel Differences
• Differences between low and mid is the quantity and quality with the same function
• Differences between mid and high is not being able to sustain criteria for the next level
Peaks and Lows of Proficiency
• Students might spike into the next proficiency level
• They are unable to sustain it and return to the lower proficiency level
III. The Modes of Communication
Interpersonal
Interpretive
Presentational
Interpersonal Communication
1) Interpersonal communication is...
2) Interpersonal communication is NOT...
Interpretive Communication
1) Interpretive communication is...
2) Interpretive communication is NOT...
Presentational Communication
1) Presentational communication is...
2) Presentational communication is NOT...
IV. IPAs Explained
Integrated Performance Assessment
Why IPA?
• Proficiency based (new Ohio Standards are proficiency based, too!)
• SLO guidelines do not allow the use of multiple choice tests
• Approved by the Ohio Department of Education
Characteristics of IPA
Authentic
Performance-based
Based on three modes of communication
Integrated
Show developmental progress of proficiency
Blend with classroom instruction/experiences
V. Where IPAs Fit In
Steps to write an IPA
1) Language function to be targeted
2) Decide interpretive task*
3) Decide presentational task*
4) Decide interpersonal task*
*Do NOT have to be in this order
PROFICIENCY Rubrics for IPAs
http://oflaslo.weebly.com/proficiency-rubrics.html#.UecsA2Q9Cng
VI. Examples of IPAs
http://oflaslo.weebly.com/integrated-performance-assessment-ipa-center.html#.Uecsj2Q9Cng
Spanish 2:
http://www.weebly.com/uploads/1/9/5/2/19527349/spanish_ii__ipa_food-gazpacho.docx
French 1:
http://www.weebly.com/uploads/1/9/5/2/19527349/fr1b_c6_ipa.docx
Selected Thematic Focus: Family
Language Level of Students: Novice-Mid
Essential Question: Can you describe your family?
Elements to explore within the thematic focus:
Function: Describe your family.
Text type: Lists isolated sentences.
Selected Thematic Focus: Family
Task: You are participating in an exchange program with a student from country X. To get to know them before you visit them and they visit you, you exchange letters. You and your classmates have received your letters (with their pictures!) today in your language class.
Selected Thematic Focus: Family
1) Interpretive: Students receive a letter, with a picture, from a host family. They need to answer questions about the host family.
2) Interpersonal: Students, in groups, compare and contrast their host family pictures.
3) Presentational: Respond to your host family's letter to describe your family.
VII. Let's Create an IPA!
Using the template, create an IPA with your partner/group.
Be prepared to share your ideas at the end of the work time!
IPA format
Final thought...
How do IPAs, proficiency, etc., transform how we think about language instruction?
Works CitedACTFL PERFORMANCE DESCRIPTORS FOR LANGUAGE LEARNERS. Alexandria, VA: American Council on the Teaching of Foreign Languages, 2012. Print.
"ACTFL Proficiency Guidelines." ACTFL Proficiency Guidelines. N.p., n.d. Web. 18 July 2013.
Bleicher, Arnold. "Assessing Performance to Demonstrate Growth." ACTFL Workshop. Dublin Scioto High School, Dublin. 15 July 2013. Lecture.
Pero, Martha, and Cecile Laine. "WELCOME TO THE OFLA ONE-STOP SHOP FOR ALL YOUR STUDENT LEARNING OBJECTIVES NEEDS! - Home."WELCOME TO THE OFLA ONE-STOP SHOP FOR ALL YOUR STUDENT LEARNING OBJECTIVES NEEDS! N.p., n.d. Web. 18 July 2013.
Sandrock, Paul. Through World Languages: Developing Literacy through Language Learning. N.p.: American Council on the Teaching of Foreign Languages, n.d. PDF.
Sandrock, Paul. The Keys to Assessing Language Performance: A Teacher's Manual for Measuring Student Progress. Alexandria, VA: American Council on the Teaching of Foreign Languages, 2010. Print.
Swender, Dr. Elvira. "ACTFL Proficiency Levels in the Work World." Proc. of CIBER 2012 Conference, Chapel Hill, North Carolina. N.p.: n.p., n.d. 5-16. Print.
