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1. INTEGRATED PERFORMANCE
ASSESSMENT (IPA)
Name
Course
Date

2. Agenda
Introduction to Integrated Performance Assessment (IPA).
Theoretical Framework of IPA.
Three Modes of Communication in IPA.
Interpretive.
Interpersonal.
Presentational.
How to Use IPA.
Importance

3. Introduction to Integrated Performance
Assessment (IPA).
IPA is a Classroom-based assessment model
developed by ACTFL.
Evaluates students' language use in three
communicative modes as per the World-Readiness
Standards for Learning Language guidelines.
 Provides comprehensive assessment of a
student’s language proficiency (Troyan s118).

4. ACTFL Communication Standard: Three
Modes of Communication

5. Theoretical Framework of IPA
IPA assessments are suitable to measure learners’
expertise to produce language that demands mastering
important skills and proficiency (Adair Hauck et al.
‐
370).
IPAs have a typical structure, with interpretive tasks
first, followed by interpersonal and presentational
tasks, which may be in either order.
This gives it three major Practical phases which are
Interpretive communication phase, Interpersonal
communication phase and Presentation
communication phase.
(COBALTT modules)

6. Interpretive Phase of IPA
It is the first phase of language learning in IPA
Major tasks include reading an authentic text or
listening to audio or dialogues, which they need
to understand and analyze
The method of assessment may require students
to answer questions from summarized ideas and
draw conclusions from information presented in
the materials
It assesses the learner skills on interpreting
authentic materials in a particular language

7. Interpersonal Phase of IPA
Interpersonal communication is a two-way mode of interaction
on real-life topics.
In this phase, students are engaged in oral or written
communication on specific topics.
Conversations are real-time and entail the exchange of
spontaneous information.
Students build understanding and self-expression to
communicate with others meaningfully in real-life situations
effectively.
Interpersonal activities involve one on one interactions between
individuals. They include group discussions, team building
activities, role playing, social gatherings among others which
can vary widely depending on the context and purpose.

8. Presentational phase of IPA
This phase assesses students' ability to produce
and convey a message using the language to an
audience (Adair Hauck et al. 370).
‐
Presentational tasks build the student's ability to
produce language to convey a message or
information.
This phase provides a platform for individuals or
groups to display their expert abilities and
knowledge in a particular profession.

9. How to Use IPA
 IPAs judge how well students apply what they know in different
situations and how they apply one task to the performance of
another
 It is thus a complex process with the following steps.
1. Identify theme or content areas aligning with the course and
three IPA phases.
2. Development of tasks that reflect each mode of SPA.
3. Administrations of tests ensure adequate time allocation for
each.
4. Evaluation to test linguistic accuracy, fluency, and
appropriateness in each mode of communication.
5. Assessment feedbacks. Note: Assigning a grade for an IPA
should follow rubrics tied to authentic tasks (Madison 101).

10. Importance of IPA
The alignment of IPA with SPA standards establish a
comprehensive overview of student proficiency.
Clear framework for efficient language learning.
Facilitate the cultivation of authentic language use.
Enables the development of language skills and
expertise in real world contexts.
Guided by the guidelines ,instructors establish clear
objectives to be met to achieve a certain goal.
To demonstrate linguistic competence and
performance students make use of language skills.
According to Sedor (172), Feedback in IPA fosters
awareness of self-reflection and performance.

11. Conclusion
IPA exists as a critical tool for language proficiency
studies.
Its three major dimensions align with Standards for
Language Learning (SPA) Teachers gain valuable
insights in designing tasks connecting students to
real-world situations through its framework.
IPA provides opportunities to engage in meaningful
language tasks for effective learning.

12. References
Adair Hauck, Bonnie, et al. "The Integrated Performance Assessment (IPA):
‐
Connecting assessment to instruction and learning." Foreign Language Annals
39.3 (2006): 359-382. https://doi.org/10.1111/j.1944-9720.2006.tb02894.x
COBALTT modules. “Integrated Performance Assessment: Adapting the Model
for CBI.” COBALTT Modules: Assessment - IPA for CBI,
https://carla.umn.edu/cobaltt/modules/assessment/ipa/index.html.
Sedor, Nicole. "Integrated Performance Assessment (IPA): Implementation, task
types, and feedback." Foreign Language Annals (2022).
https://doi.org/10.1111/flan.12661
Troyan, Francis J. "Standards for foreign language learning: Defining the
constructs and researching learner outcomes." Foreign Language Annals 45.s1
(2012): s118-s140. https://doi.org/10.1111/j.1944-9720.2012.01182.x