Postsecondary Students' and Instructors' Evaluative Comments about ACTFL's Integrated Performance Assessment

Autor/in	Martel, Jason
Titel	Postsecondary Students' and Instructors' Evaluative Comments about ACTFL's Integrated Performance Assessment
Quelle	In: Applied Language Learning, 28 (2018) 1, S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Educational Innovation; Faculty Development; Second Language Learning; Second Language Instruction; College Students; College Faculty; Meetings; Questionnaires; Student Attitudes; Guidelines; Performance Based Assessment; Language Tests; Interviews; Teacher Attitudes; Language Teachers; Test Content; Standards; National Organizations; Communicative Competence (Languages); Summer Programs; Summative Evaluation; Vermont + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Fakultät; Meeting; Tagung; Fragebogen; Schülerverhalten; Richtlinien; Leistungsermittlung; Language test; Sprachtest; Interviewing; Interviewtechnik; Lehrerverhalten; Language teacher; Sprachunterricht; Testaufgabe; Standard; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sommerkurs
Abstract	Framed with concepts from the literature on educational innovations, the present study explored postsecondary students' and instructors' evaluative comments about ACTFL's Integrated Performance Assessment (IPA). In the research on the IPA to date, few scholars have explored these key stakeholders' perceptions of the framework, and a robust understanding of their perceptions is crucial for developing strategies geared toward fostering the IPA's uptake in a variety of foreign language education contexts. Data for the study were collected by means of instructor interviews, recordings of instructor professional development meetings, and a student questionnaire. Findings included comments about the format of the IPA framework, the content of midterm and final IPAs, the efficacy of the IPA framework, and studying for IPA-based tests. In light of these findings, strategies are suggested for those interested in implementing the IPA in their classrooms and programs. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01