The Integrated Performance Assessment (IPA)
Connecting Assessment to Instruction and Learning
Bibliographic Data
| ID | 8939052 |
|---|---|
| Authors | Bonnie Adair‐Hauck (University of Pittsburgh, corresponding author), Eileen W Glisan (Indiana University of Pennsylvania), Keiko Koda (0000-0002-5425-1169, Carnegie Mellon University), Elvira Swender (American Council on the Teaching of Foreign Languages), Elvira B Swender, Paul Sandrock (Wisconsin Department of Public Instruction) |
| Year | 2006 |
| Volume | 39 |
| Issue | 3 |
| Pages | 359-382 |
| Publication date | 2006-10-01 |
| 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/j.1944-9720.2006.tb02894.x |
| OpenAlex | W2020749212 |
| Language | EN |
| Citations received | 25 |
| References cited | 20 |
This article reports on Beyond the OPI: Integrated Performance Assessment (IPA) Design Project, a three‐year (1997–2000) research initiative sponsored by the U.S. Department of Education International Research and Studies Program. The primary goal of the project was to develop an integrated skills assessment prototype that would measure students' progress towards the Standards for Foreign Language Learning in the 21st Century (National Standards, 1999, 2006). A second goal of the project was to use the assessment prototype as a catalyst for curricular and pedagogical reform. This paper presents the Integrated Performance Assessment (IPA) prototype, illustrates a sample IPA, and discusses how classroom‐based research on the IPA demonstrated the washback effect of integrated performance‐based assessment on teachers' perceptions regarding their instructional practices
Alternative assessment · Authentic assessment · Curriculum · Educational assessment · Engineering management · Mathematics education · Medical education · Pedagogy · Perception · Sample (material · Standards-based assessment · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Engineering · Psychology · Student Assessment and Feedback
Preparing Teachers for Plurilingualism through Language Awareness
US Foreign‐Language Teaching in Kindergarten to 12th Grade
Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners
Desafios Da Sustentabilidade Do Ensino De Português Língua Mundial Nos E.U.A
Designing a Digital Game for Chinese Character Learning
Integrated Performance Assessments
Convergent vs. divergent assessment
Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools
National Standards
Beyond accuracy
Advancing practices in language testing and assessment
The relationship between proficiency‐based instruction and student oral proficiency
Exploring the Trajectory of an Educational Innovation
Exploring the effects of foreign language instructional practices on student proficiency development
Curriculum, instruction, and assessment
Research on the Integrated Performance Assessment in an Early Foreign Language Learning Program
Alignment of World Language Standards and Assessments
Closing the pre and in‐service gap
Integrated Performance Assessment (IPA)
Instructional Decision Making and IPAs
Future directions in assessment
A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback
Co‐constructive feedback affordances in integrated performance assessment learner dyads
Standards for Foreign Language Learning
University Students' Perceptions of Integrated Performance Assessment and the Connection Between Classroom Learning and Assessment
The Study of Second Language Acquisition
Insights into Second Language Reading
Dialogic Inquiry
Processing Instruction
Dynamic assessment of L2 development
Comprehensible Output as an Outcome of Linguistic Demands on the Learner
The Handbook of Psycholinguistics
Handbook of Psycholinguistics
Does Washback Exist?
'Interaction' in second language performance assessment
Language assessment as social practice
Validity and washback in language testing
Contemporary Perspectives on the Acquisition of Spanish
ACTFL Performance Guidelines For K‐12 Learners
Practical Whole Language Strategies for Secondary and University‐Level FL Students
The Minnesota Articulation Project and its Proficiency‐Based Assessments
Teaching Gambits
| Unique citing works | 25 |
|---|---|
| Citations per year | 1,56 |
| Citation span | 2010 - 2025 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 24 |