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Chapter 27 - Towards Integrated Performance Assessment

from Part VI - Language Pedagogy

Published online by Cambridge University Press:  30 September 2022

By
Sahie Kang
Edited by
Sungdai Cho  and
John Whitman
Sungdai Cho
Affiliation:
Binghamton University, State University of New York
John Whitman
Affiliation:
Cornell University, New York
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Summary

Chapter 27 stresses the importance of connecting assessment with learning and of assessment prior to implementation of instructional design based on the backward design principle (Wiggins & McTighe, 2005). Backward design contrasts sharply with the traditional approach of planning instructional activities first and designing assessment later in the general instructional process. It also urges teachers to set clear learning objectives as the first step of curriculum design. After offering a short overview of key assessment types for different purposes, it presents Integrated Performance Assessment (IPA: Adair-Hauck, Glisan & Troyan, 2013) model by discussing how language proficiency and skills in real use of grammar and vocabulary can be measured in actual performance assessment. Actual students’ outcomes after implementation of IPA in an Advanced Korean class are collected and analyzed based on rubrics that can be used as standards for scoring. The chapter also analyzes whether there are correlations between IPA results and Proficiency outcomes.

Keywords

AssessmentProficiencyPerformanceBackward DesignCurriculumNational StandardsLearning Objectives
Type
Chapter
Information
The Cambridge Handbook of Korean Linguistics , pp. 769 - 799
Publisher: Cambridge University Press
Print publication year: 2022

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References

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