Integrated Performance Assessment (IPA): Implementation, Task Types, and Feedback

Autor/in	Sedor, Nicole
Titel	Integrated Performance Assessment (IPA): Implementation, Task Types, and Feedback
Quelle	In: Foreign Language Annals, 56 (2023) 1, S.170-190 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12661
Schlagwörter	Spanish; Language Tests; Feedback (Response); Student Evaluation; College Students; Evaluation Methods + Suchen Sie Ihr Suchwort? Spanisch; Language test; Sprachtest; Schulnote; Studentische Bewertung; Collegestudent
Abstract	This longitudinal, multi-semester study investigates the Integrated Performance Assessment (IPA) in university-level communicative Spanish classrooms to find out how instructor feedback affects student performance on IPA assessments, if at all, and in what ways do teachers and students use feedback from the IPAs in their teaching and learning, if at all, to navigate the relationship of assessment and feedback within the IPA framework. A mixed-methods analysis of the effect of instructor (n = 7) feedback on student (n = 103) progress in the performance of oral and written communication revealed that corrective feedback benefitted learners on interpretive and presentational tasks, but hindered their progress on interpersonal tasks. The findings suggest that instructors should provide feedback in a modality that corresponds with the task type. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01