^{This blog as well as the other installments in this series were written by Karen Nickel. Learn more about her work here.}

Proficiency-Based Learning Part 2:  Developing Curriculum

Part 2.2: Determine Acceptable Evidence 

Tasks That Elicit Learner Performance

The second step in backward design is to determine acceptable evidence to know when learners have met the desired outcomes. This requires designing performance assessment tasks that elicit learners' performance and developing rubrics to evaluate that performance. Well-written tasks elicit learner performance at their targeted level, and effective rubrics, when used properly, consider multiple elements that make up complex communication to assess learner performance. 

Integrated Performance Assessments

Designing performance tasks that reflect how we often communicate in real life would elicit all three modes: interpretive, interpersonal and presentational communication. Lucky for us, we can use the popular Integrated Performance Assessments, commonly referred to as IPAs.

“The Integrated Performance Assessment (IPA) is a cluster assessment featuring three tasks, each of which reflects one of the three modes of communication--Interpretive, Interpersonal and Presentational. The three tasks are aligned within a single theme or content area”(CARLA). In the interpretive mode, learners might analyze a text to show understanding. In the interpersonal and presentational modes, learners demonstrate their ability to interact or present in the target language. At the end of a given learning period, language educators acquire evidence of learning via summative performance assessments in each mode.

Interpretive tasks, which provide input for the IPA, require learners to show literal and inferential comprehension of a text. Designing the interpersonal and presentational tasks, on the other hand, requires educators to outline a situation, provide a purpose for communication, and encourage functions appropriate to the language level targeted. 

An example of an interpersonal performance task prompt is below. 

In this task, learners would be expected to ask and answer questions, comparing and discussing their responses. They are also encouraged to use the past tense time frame, although the expectation for control of this would not come until Intermediate High or Advanced levels. 

Well-written tasks play an important role in the design of an IPA and the learners' experiences with an IPA. Learn more about designing tasks on Extempore here. 

Using Rubrics to Measure Success

Rubrics help us assess learner performance. Educators can adopt, adapt or create their own rubrics to support proficiency-based learning by creating domains focused on researched language learning elements. Effective rubrics provide a continuum with detailed descriptions of learner performance across various domains and levels.

The ACTFL Proficiency Guidelines, ACTFL Performance Descriptors, and NCSSFL-ACTFL Can-Do Statements offer examples for defining learners’ language levels at different stages of language learning. These resources help educators identify observable skills and develop detailed rubric performance indicators for assessing progress, while keeping the focus on communication rather than specific vocabulary or discrete grammar usage.

For example, a learner performing at the novice level may just use words or phrases, one perfomring at the intermediate level might uses sentences, and one performing at the advanced level might communicate in paragraphs. This progression can be captured under the "Text Type" rubric domain. Pulling language from the ACTFL Proficiency Guidelines to describe learner abilities from Novice Low to Advanced Mid or beyond, educators can provide a consistent rubric continuum throughout a learner's language learning journey.

To distinguish between traditional and proficiency-based learning environments, consider rubrics that might be used in each context. In traditional learning environments, assessment typically involves multiple choice or fill in the blank questions. Even when evaluating communicative performance, rubrics may tend to focus on the accuracy of drilled grammatical structures or the use of specific words from vocabulary lists. 

In contrast, proficiency-based rubrics focus on the learner's ability to convey meaning, evaluating, for example, the type of text or discourse used and the communication strategies employed.

The proficiency-based learning rubric above is a partial example, illustrating two rubric domains with brief descriptions pulled from the 2024 ACTFL Proficiency Guidelines. It represents what a learner is able to do when performing within Novice High to Intermediate High levels. Only the Novice High to Intermediate High range is shown, as learners would typically see only the section of the rubric relevant to their current performance level.

Using Extempore for IPAs

As an all-in-one assessment platform, Extempore provides teachers with multiple ways to assess language proficiency. Facilitating IPAs happens to be one of them. For the first part of your IPA, facilitate listening or reading prompts with multiple choice questions. 

For interpersonal discussions, group your students in synchronous rooms for live conversations.

And for presentational assessments, create summative prompts with timers to ensure authentic, spontaneous output.

You know what you want to assess, and you have the tools to create those assessments. Now go out there and do it!

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