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Implementation of Integrated Performance Assessments (IPA) in Beginning Level Chinese Language Classes
|Title:||Implementation of Integrated Performance Assessments (IPA) in Beginning Level Chinese Language Classes|
|Keywords:||student learning outcomes|
use of results
show 3 moreformative assessment
program learning assessment
institutional learning assessment
|Issue Date:||24 Mar 2017|
|Citation:||Jiang, S., Wu, J., Riggs, R., & Ding, Y. (2017, March). Implementation of Integrated Performance Assessments (IPA) in beginning level Chinese language classes. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai'i at Mānoa, Honolulu, HI.|
|Abstract:||Exploring possibilities for, and effects of, Integrated Performance Assessments (IPAs) in the Department of East Asian Languages and Literatures, this poster reports an action study using IPAs in an undergraduate beginning Mandarin program. The poster first features a review of IPAs, followed by an overview of curriculum redesign and IPA test reconstruction. The poster then presents a concrete model for IPAs in a Chinese 101 and 102 Beginning Mandarin. Successful teaching activities and assessment task samples will be presented. The effects of this adaptation are demonstrated using quantitative and qualitative data, including oral assessment videos, writing samples, supplementary listening and reading materials, rubrics for scoring, test scores, student self-reflections, and more. The data show that students (1) generally favored using IPAs, (2) took initiative to review the IPA rubrics and to reliably engage in filling out "can-do" checklists, (3) demonstrated a positive correlation between IPAs and traditional test scores. The poster concludes that IPAs can be equally successful, and can offer more, in university foreign language classes.|
|Rights:||Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)|
|Appears in Collections:||Assessment for Curricular Improvement Poster Sessions|
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