Exploring the Trajectory of an Educational Innovation: Instructors’ Attitudes Toward IPA Implementation in a Postsecondary Intensive Summer Language Program
Jason Martel (PhD, University of Minnesota) is Assistant Professor of TESOL/TFL, Middlebury Institute of International Studies at Monterey, Monterey, CA.
Kathleen M. Bailey (PhD, University of California, Los Angeles) is Professor of Applied Linguistics, Middlebury Institute of International Studies at Monterey, Monterey, CA.
Abstract
To date, research on the Integrated Performance Assessment (IPA) has focused principally on student performance, largely neglecting the experiences of instructors. This is a substantial gap, for it is instructors who are responsible for both designing and administering the IPA. The present study, therefore, used concepts from the literature on educational innovations to investigate instructors’ attitudes toward summative IPA use in a postsecondary intensive summer language program, a context that is novel to research on the IPA. Findings include attitudes toward standardizing task procedures, using the IPA rubrics and assigning grades, and the sustainability of the innovation in the program. Based on these data, the authors call for the continued development of IPAs whose content/context correspond with the adult intellect, in addition to further research on IPA implementation and adaptation across a range of program types.
Number of times cited: 2
- Troy L. Cox, Margaret E. Malone and Paula Winke, Future directions in assessment: Influences of standards and implications for language learning, Foreign Language Annals, 51, 1, (104-115), (2018).
- Jason Martel, Is the Field of Foreign Language Education Disposed to Change?, The Modern Language Journal, 101, 2, (431-433), (2017).
