Tools

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001 ocn880377918;

003 OCoLC;

005 20200818081839.0;

008 140522s2013 vaua b 000 0 eng d;

019 a| 868824390;

020 a| 9780970579867q| (paperback);

020 a| 0970579861q| (paperback);

035 a| (Sirsi) o880377918;

035 a| (OCoLC)880377918z| (OCoLC)868824390;

043 a| n-us---;

049 a| EREE;

050 4 a| LB1578b| .A49 2013;

100 1 a| Adair-Hauck, Bonnie.=| ^A1462766;

245 10 a| Implementing integrated performance assessment /c| Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.;

246 30 a| Integrated performance assessment;

300 a| vi, 142 pages :b| illustrations (some color) ;c| 29 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

500 a| Includes errata replacement for pages 95-99.;

500 a| "Presentational, interpersonal, interpretive, feedback" - cover.;

505 0 a| Chapter 1. Rationale: why the need for integrated performance assessment? -- Chapter 2. Description and design features of integrated performance assessment. -- Chapter 3. Research on integrated performance assessment. -- Chapter 4. Linking assessment and learning via integrated performance assessment. -- Chapter 5. Modeling and feedback in the IPA. -- Chapter 6. Examples of IPAs from the field -- Chapter 7. Washback effect of the integrated performance assessment -- Glossary -- Appendices. A. Inverted pyramid showing major levels of the ACTFL rating scale -- B. Assessment criteria used to assess proficiency in speaking -- C. Framework for 21st century learning -- D. IPA interpretive task comprehension guide : template -- E. Why do people cross borders? Integrated performance assessment, intermediate level -- F. Integrated perfomance assessment (IPA rubrics) -- G. Sample formative assessment -- H. Vocabulary matrix to promote negotiation of meaning -- I. Feedback loop : key feature of the cyclical approach -- J. Sample co-constructive feedback for "does not meet expectations.";

520 a| "A follow-up to the ACTFL Integrated Performance Assessment Manual published in 2003. This book provides readers with expanded guidelines for how to design IPA tasks to inform the backward design of a unit. Suggestions on how to provide effective feedback and how to improve learner performance are shared. Also included is a re-conceptualized rubric for the interpretive mode and the addition of IPA rubrics for Advanced-level language performance."--Publisher's website.;

520 a| What's new in the second edition of the Integrated Performance Assessment Manual? The second edition of the IPA Manual builds upon the original framework presented to guide instructors in designing and implementing this cutting-edge assessment into their language classrooms. As in the first edition, the revised manual presents an in-depth rationale for using the IPA; describes the IPA construct in detail, in particular the unique features that set it apart from other assessments; outlines step-by-step procedures for implementing the IPA and for connecting it to instruction in a seamless manner; and introduces scoring rubrics the can be used for assessing performance in the tasks across the three modes of communication. This manual has been designed for educators at any level who are interested in implementing the IPA. In-service teachers might use this manual for purposes of professional development, particularly along with an IPA workshop. In addition, methods instructors can use it to introduce the IPA to their K-12 foreign language teacher candidates and/or post-secondary teaching assistants. The manual might also be used by faculty who wish to use the IPA as a tool for planning curriculum and/or for establishing the IPA as a district- or state-wide assessment. Researchers will find many ideas in the IPA manual for conducting further research on the assessment. Undoubtedly this manual will be a valuable resource to all foreign-language educators who are in search of a cutting-edge strategy for blending instruction and assessment in a seamless fashion. - Flyleaf.;

504 a| Includes bibliographical references.;

650 0 a| Language and languagesx| Study and teaching (Elementary)=| ^A2330;

650 0 a| Language and languagesx| Study and teachingz| United States.=| ^A75914;

650 0 a| Language planning.=| ^A74161;

650 7 a| Language and languagesx| Study and teaching.2| fast0| (OCoLC)fst00992220;

650 7 a| Language and languagesx| Study and teaching (Elementary)2| fast0| (OCoLC)fst00992257;

650 7 a| Language planning.2| fast0| (OCoLC)fst00992397;

651 7 a| United States.2| fast0| (OCoLC)fst01204155?| UNAUTHORIZED;

700 1 a| Glisan, Eileen W.=| ^A396815;

700 1 a| Troyan, Francis J.?| UNAUTHORIZED;

710 2 a| American Council on the Teaching of Foreign Languages.=| ^A65541;

949 a| LB1578 .A49 2013h| JOYNER48o| jssbi| 30372017404648;

994 a| C0b| ERE;

596 a| 1;

998 a| 5224503;

999 a| LB1578 .A49 2013w| LCc| 1i| 30372017404648d| 4/6/2026e| 4/6/2026f| 3/9/2026g| 1k| CHECKEDOUTl| JGESm| JOYNERn| 4r| Ms| Yt| JGESBKu| 8/18/2020x| BOOKz| JSTACKSo| .STAFF. jssb;

Implementing integrated performance assessment / Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.

Author/creator	Adair-Hauck, Bonnie
Other author	Glisan, Eileen W.
Other author	Troyan, Francis J.
Other author	American Council on the Teaching of Foreign Languages.
Format	Book
Publication Info	Alexandria, VA : American Council on the Teaching of Foreign Languages, ©2013.
Description	vi, 142 pages : illustrations (some color) ; 29 cm
Subjects	Language and languages--Study and teaching (Elementary). Language and languages--Study and teaching. --United States. Language planning.

Portion of title	Integrated performance assessment
Contents	Chapter 1. Rationale: why the need for integrated performance assessment? -- Chapter 2. Description and design features of integrated performance assessment. -- Chapter 3. Research on integrated performance assessment. -- Chapter 4. Linking assessment and learning via integrated performance assessment. -- Chapter 5. Modeling and feedback in the IPA. -- Chapter 6. Examples of IPAs from the field -- Chapter 7. Washback effect of the integrated performance assessment -- Glossary -- Appendices. A. Inverted pyramid showing major levels of the ACTFL rating scale -- B. Assessment criteria used to assess proficiency in speaking -- C. Framework for 21st century learning -- D. IPA interpretive task comprehension guide : template -- E. Why do people cross borders? Integrated performance assessment, intermediate level -- F. Integrated perfomance assessment (IPA rubrics) -- G. Sample formative assessment -- H. Vocabulary matrix to promote negotiation of meaning -- I. Feedback loop : key feature of the cyclical approach -- J. Sample co-constructive feedback for "does not meet expectations."
Abstract	"A follow-up to the ACTFL Integrated Performance Assessment Manual published in 2003. This book provides readers with expanded guidelines for how to design IPA tasks to inform the backward design of a unit. Suggestions on how to provide effective feedback and how to improve learner performance are shared. Also included is a re-conceptualized rubric for the interpretive mode and the addition of IPA rubrics for Advanced-level language performance."--Publisher's website.
Abstract	What's new in the second edition of the Integrated Performance Assessment Manual? The second edition of the IPA Manual builds upon the original framework presented to guide instructors in designing and implementing this cutting-edge assessment into their language classrooms. As in the first edition, the revised manual presents an in-depth rationale for using the IPA; describes the IPA construct in detail, in particular the unique features that set it apart from other assessments; outlines step-by-step procedures for implementing the IPA and for connecting it to instruction in a seamless manner; and introduces scoring rubrics the can be used for assessing performance in the tasks across the three modes of communication. This manual has been designed for educators at any level who are interested in implementing the IPA. In-service teachers might use this manual for purposes of professional development, particularly along with an IPA workshop. In addition, methods instructors can use it to introduce the IPA to their K-12 foreign language teacher candidates and/or post-secondary teaching assistants. The manual might also be used by faculty who wish to use the IPA as a tool for planning curriculum and/or for establishing the IPA as a district- or state-wide assessment. Researchers will find many ideas in the IPA manual for conducting further research on the assessment. Undoubtedly this manual will be a valuable resource to all foreign-language educators who are in search of a cutting-edge strategy for blending instruction and assessment in a seamless fashion. - Flyleaf.
General note	Includes errata replacement for pages 95-99.
General note	"Presentational, interpersonal, interpretive, feedback" - cover.
Bibliography note	Includes bibliographical references.
ISBN	9780970579867 (paperback)
ISBN	0970579861 (paperback)

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Joyner	General Stacks	LB1578 .A49 2013	✔ Available	Place Hold

Implementing integrated performance assessment / Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.

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