The Integrated Performance Assessment (IPA): Connecting Assessment to Instruction and Learning


  • Bonnie Adair-Hauck,

    1. University of Pittsburgh
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      Bonnie Adair-Hauck (PhD, Unviersity of Pittsburgh) is a Research Professor in Second Language Learning at the University of Pittsburgh's Center for West European Studies and European Union Center, Pittsburgh, Pennsylvania.

  • Eileen W. Glisan,

    1. Indiana University of Pennsylvania
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      Eileen W. Glisan (PhD, University of Pittsburgh) is Professor of Spanish and Foreign Language Education at Indiana University of Pennsylvania, Indiana, Pennsylvania.

  • Keiko Koda,

    1. Carnegie-Mellon University
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      Keiko Koda (PhD, University of Illinois, Urbana-Champaign) is Professor of Second Language Acquisition and Japanese at Carnegie-Mellon University, Pittsburgh, Pennsylvania.

  • Elvira B. Swender,

    1. American Council on the Teaching of Foreign Languages
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      Elvira B. Swender (Doctor of Arts, Syracuse University) is director of ACTFL Professional Programs, Yonkers, New York.

  • Paul Sandrock

    1. Wisconsin Department of Public Instruction
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      Paul Sandrock (MA, University of Wisconsin-Madison) is World Language Education Consultant at the Wisconsin Department of Public Instruction, Madison, Wisconsin.


ABSTRACT: 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.