Integrated Performance Assessment (IPA)
Implementation, task types, and feedback
Bibliographic Data
| ID | 8937539 |
|---|---|
| Authors | Nicole Sedor (Department of Spanish and Portuguese The Ohio State University Columbus Ohio USA, corresponding author) |
| Year | 2022 |
| Volume | 56 |
| Issue | 1 |
| Pages | 170-190 |
| Publication date | 2022-11-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12661 |
| OpenAlex | W4308972310 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
This longitudinal, multi‐semester study investigates the Integrated Performance Assessment (IPA) in university‐level communicative Spanish classrooms to find out how instructor feedback affects student performance on IPA assessments, if at all, and in what ways do teachers and students use feedback from the IPAs in their teaching and learning, if at all, to navigate the relationship of assessment and feedback within the IPA framework. A mixed‐methods analysis of the effect of instructor ( n = 7) feedback on student ( n = 103) progress in the performance of oral and written communication revealed that corrective feedback benefitted learners on interpretive and presentational tasks, but hindered their progress on interpersonal tasks. The findings suggest that instructors should provide feedback in a modality that corresponds with the task type
Corrective Feedback · Higher education · Human–computer interaction · Interpersonal communication · Linguistics · Mathematics education · Modality (human–computer interaction · Peer feedback · Presentational and representational acting · Task (project management · Task Analysis · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
Assessing the Validity of Can‐Do Statements in Retrospective (Then‐Now) Self‐Assessment
Foreign Language Teaching Assistant Training
University Students' Perceptions of Integrated Performance Assessment and the Connection Between Classroom Learning and Assessment
The Integrated Performance Assessment (IPA)
Exploring the Trajectory of an Educational Innovation
Research on the Integrated Performance Assessment in an Early Foreign Language Learning Program
Instructional Decision Making and IPAs
A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |