Exam: Integrated Performance Assessments, Rubrics, and Intercultural Communication

A summary of student grades from previous assessments

The overarching context that helps learners understand the 'why' and 'what' of the three tasks

A list of grammar topics covered in the unit

A standardized rubric used across all three modes

They are completely independent and can be completed in any order

They build on each other so students must complete one before doing the next

Only the presentational task depends on the other two

They must all be completed in a single class period

Presentational, Interpersonal, Interpretive

Interpretive, Interpersonal, Presentational

Interpersonal, Interpretive, Presentational

Interpretive, Presentational, Interpersonal

It is created or modified for the learners' level

It is unmodified and was not created for learners

It must be written by the students themselves

It must contain a predetermined set of vocabulary words

Only at the very end after all three tasks

Throughout the assessment, after each phase

Only by the students themselves with no teacher involvement

Never, since IPAs only focus on performance

Through standardized answer keys

Through guiding questions, self-assessment, and reflection

Only through peer review without teacher input

By giving a single letter grade at the end

To justify the final grade the student will receive

To help learners understand their performance and continue developing language skills

To rank students from best to worst

To replace the need for a final exam

They require no teacher training

Finding multiple authentic, unmodified, age-appropriate resources for novice learners

They are too short and cannot assess enough content

They only assess grammar in isolation

Length of the text

Comprehensibility

Number of new vocabulary words

Publisher reputation

The presentational task is more developed than the interpretive task

The interpretive task is more developed than the interpersonal and presentational tasks

All three tasks are equally developed

The interpersonal task is the most detailed of the three

Memorization of grammar rules

Keyword recognition, main idea, supporting details, and inferences

Ability to conjugate verbs in multiple tenses

Translation between languages

Students always prefer to use their first language for real-world tasks

It may be hard to ensure all students can relate to a context that necessitates the target language

Interpersonal tasks are not allowed in language classrooms

Real-world situations never involve language use

Because it is illegal in schools

Particularly if it implies 'acting' as someone from another culture

Because students are not allowed to speak in class

Because roles are only for advanced learners

Because novice learners are not allowed to talk to each other

Because novice learners are reactive and depend on their interlocutor to carry the conversation

Because novice learners do not know any vocabulary

Because interpersonal tasks are not appropriate for language learners

Pair two novice learners with no guidance

Provide a more structured task or have them interact with the instructor in small groups

Skip the interpersonal task entirely

Have all novice learners memorize a dialogue

Because they are always written in the target language

Because a high B corresponds to 'Meets Expectations—Strong,' which may make students at level feel they have fallen short

Because rubrics are not allowed in IPAs

Because students are not allowed to see their rubrics

When they exceed expectations beyond the targeted level

When they sustain strong performance at the targeted level

When they get all grammar items correct

When they complete the task first

Focus on what students can memorize

Focus on what students can do with the language

Focus on discrete-point testing

Focus on translating sentences accurately

Textbook chapters in isolation

Thematic units

Random grammar structures

Memorized dialogues

It breaks performance into separate criteria evaluated individually

It evaluates performance overall with a general description at each level

It only assigns pass/fail

It is never used in language assessment

They are too time-consuming to create

Lumping too many descriptors together or having too many levels with overlapping descriptors

They cannot be used for performance assessment

They always give a single overall score only

They are faster to create

They provide more detailed information about learners' performance

They have fewer criteria to evaluate

They are always shorter

Each point for each criterion should be vague and overlapping

Each point for each criterion should be well-defined and not overlap

All criteria must be worth the same number of points

Only one criterion should be used

Because it is too easy to achieve

Because the vast majority of students will not know exactly what it means

Because it is in English and not the target language

Because it is a passing grade, not a descriptor

It is too long a word for students to read

It sounds like the teacher is disappointed or discounting the learner's efforts

It cannot be translated into other languages

It is required by ACTFL

They are the only type allowed by ACTFL

They are the most common, but there is no rule against weighing criteria differently

They are never appropriate for language assessment

They must always have four criteria

Because asking questions is not important

Because the teacher will ask most of the questions, so the main focus is on comprehensibility and providing requested information

Because comprehensibility is always worth the most points

Because the rubric must have round numbers

Greetings, ways of interacting with elders, and punctuality

Foods, musical instruments, flags, and clothes

Religious beliefs and perceptions of gender roles

Critical-thinking skills and curiosity

Flags, lyrics, and instruments

Behaviors such as greetings and ways of interacting with elders

Religious beliefs and perceptions of authority

Curiosity, respect, and critical-thinking skills

Tangible items like flags and clothes

Behaviors such as punctuality and greetings

Views and values such as religious beliefs and perceptions of gender roles

Communication skills in the target language

From the interpersonal level to the personal level

From the personal level (attitude) to the interpersonal/interactive level (outcomes)

From the cultural to the linguistic level

From the national to the global level

That students will become fluent too quickly

That students may jump to conclusions and reinforce negative stereotypes

That students will lose interest in the language entirely

That the curriculum will become too difficult

Products

Practices

Perspectives

None of the above

That Americans are excellent singers

That Americans think they are better than everyone else or that they glorify war

That baseball is the most popular sport in the world

That everyone should play baseball

It only flows from the target culture to the learners' culture

It is multidirectional and involves both our own and other cultures

It only happens inside the classroom

It is one-way communication from teacher to student

They are shorter and easier to grade

They build on each other and include guiding questions to help students connect assumptions, theories, and experiences

They require no teacher involvement

They only work for advanced learners

They should be skipped until students are more advanced

They do not have to be conducted in the target language

Students must translate texts to discuss them

Only advanced learners should engage in cultural discussions

Because students find Fridays too difficult to focus

Because this approach can lead to generalizations and cultural stereotyping

Because culture should never be taught in language classes

Because presentations are not allowed by ACTFL

It is the most effective way to teach culture

One country does not equal one culture

It is required by ACTFL standards

It is the only way to make cultural comparisons

Quickly, through a single cultural experience

Over time and through multiple experiences

Only through grammar instruction

Only when studying abroad

It is like expecting learners to develop proficiency by watching grammar tutorials or memorizing vocab lists

It is like expecting learners to become professional athletes by watching sports

It is like expecting learners to cook by reading cookbooks

It is like expecting learners to become musicians by listening to music

Because each phase is supposed to be followed by feedback that students can use for the next part

Because the school schedule requires it

Because students get bored easily

Because the rubric takes time to develop

Have students complete all parts of the IPA in class

Eliminate the presentational task

Use only multiple-choice questions

Require students to work in pairs

Testing grammar at the end of each chapter

Adjusting classroom focus based on student performance

Giving a final exam worth 50% of the grade

Using only textbook materials

They are exactly the same thing

Acquiring a language is not synonymous with developing intercultural communication skills

Intercultural skills are not important for language learners

Language acquisition always leads to intercultural competence

To reward sustaining performance at level

To penalize students for making errors

To make the rubric easier to construct

To ensure all students get the same grade

It is the only acceptable approach

It is desirable, but complex discussions can happen in the learners' first language when needed

It should never be done at the novice level

It is required by ACTFL in every lesson

It guarantees perfect grammar from students

It allows learners to accomplish something they would reasonably do in real life, making the task resonate

It eliminates the need for rubrics

It shortens the assessment process

To fill class time

To combat stereotypes

To avoid teaching about cultural products and practices

Because individual stories are easier to grade

IPAs must be followed to the letter or not used at all

IPAs are perfect and have no challenges

IPAs are not perfect, but they have many great qualities that can be adapted or emulated

IPAs should replace all other forms of assessment immediately