Integrated Performance Assessment (IPA)
UNIT BACKGROUND AND CONTEXT
These final assessments were designed for my Spanish III course. The students are in grades 9-11 and vary in proficiency level. There is one native speaker in the course. They have learned a lot of travel vocabulary to describe a city, hotel, and airport. My students know regular verbs in the preterit but no irregulars besides "ir" and "ser," and "hacer," and they have never learned the imperfect. The rubrics are all included so that my students can see the format of the rubric, which remains fairly consistent for all formative assessments.
BIG IDEA
Traveling throughout the airport in Mexico is similar but also different from Mitchell airport in Milwaukee. This is also designed to give students an idea of what traveling in an airport is like if they have never done so.
ENDURING UNDERSTANDINGS
When traveling, in order to be more than just a tourist, it is important to know the cultural products, practices, and perspectives at play in a community.
Mexico is culturally diverse and the present-day cultures have been drastically impacted by geography, climate, violence and SES.
ESSENTIAL QUESTIONS
How is travel throughout Mexico influenced by cultural products, practices, and perspectives?
How do regions within a single country become very diverse?
LEARNER OUTCOMES
Students will be able to compare and contrast different Mexican tourist destinations.
Students will be able to relate cultural products, practices and perspectives to a Mexican region.
Students will be able to recommend a Mexican destination and persuade others to visit it.
STANDARDS
COMMON CORE STANDARDS
RI 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (Interpretive listening assessment with travel videos from Mexico) RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (Interpretive listening assessment with travel videos from Mexico) W 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (Presentational task – travel guide to Mexico) b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (Research and then the presentational task – travel guide to Mexico) c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (Presentational task – travel guide to Mexico) d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (Presentational task – travel guide to Mexico) e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (Presentational task – travel guide to Mexico) f. Provide a concluding statement or section that follows from and supports the information or explanation presented. (Presentational task – travel guide to Mexico) |
ACTFL STANDARDS
Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. (Interpersonal Assessment) Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. (Interpretive Assessment) Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. (Presentational Assessment) Culture: Products: Important landmarks and tourist attractions throughout Mexico. Practices: How did they come to be? Perspectives: Why are they significant? What kinds of lessons can we learn from these landmarks? (Interpretive and Presentational Tasks) Connections: Acquiring Information and Diverse Perspectives: Students will search for and interpret authentic materials that are readily available online in order to examine what the different regions of Mexico are like and what their perspectives on various topics may be. (Interpretive and Presentational Tasks) Comparisons: Cultural Comparisons: Students will compare and contrast the different types of tourism available throughout different regions in Mexico. (Interpretive Tasks) ISTE STANDARDS 1b. Create original works as a means of personal or group expression. (Creating the travel guide for their region) 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats (Interpersonal conversation and presenting their travel guide) 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media (researching more information about their region in Mexico) 5d. Exhibit leadership for digital citizenship (use researched information without plagiarizing and using images that are labeled for non-commercial reuse) |
ASSESSMENTS
INTERPRETIVE MODE
The first assessment as part of the IPA is an interpretive assessment using travel advertisements from Mexico. These travel advertisements are from YouTube and are authentic resources. I selected cities that my students are actually researching for the presentational and interpersonal mode, so many of them will then use these resources to help them in their research. Click the button below to access this assessment. |
PRESENTATIONAL MODE
The second assessment as part of the IPA is a presentational assessment. They have selected one city in Mexico to research and have been doing so over the course of the past few weeks. For the assessment, they must create a visual presentation using technology of their choice. They will highlight some of the great components of the city. They will also write a presentational speech which allows them to elaborate more in-depth, and present this in class during a "Study Abroad Fair." Click the button below to access this assessment. |
INTERPERSONAL MODE
The final assessment as part of the IPA is an interpersonal assessment. Students will play two roles - a New Berlin West student looking to study abroad in high school in Mexico and an EF employee trying to convince the student to study in a certain city. They will, therefore, do this assessment twice, with a different partner each time. Click the button below to access this assessment. |