Exploring the Trajectory of an Educational Innovation: Instructors’ Attitudes Toward IPA Implementation in a Postsecondary Intensive Summer Language Program
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Jason Martel [1] ; Kathleen M. Bailey [1]
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[1] Middlebury Institute of International Studies at Monterey
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- Localización: Foreign language annals, ISSN 0015-718X, Vol. 49, Nº. 3, 2016, págs. 530-543
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
To date, research on the Integrated Performance Assessment (IPA) has focused principally on student performance, largely neglecting the experiences of instructors. This is a substantial gap, for it is instructors who are responsible for both designing and administering the IPA. The present study, therefore, used concepts from the literature on educational innovations to investigate instructors’ attitudes toward summative IPA use in a postsecondary intensive summer language program, a context that is novel to research on the IPA. Findings include attitudes toward standardizing task procedures, using the IPA rubrics and assigning grades, and the sustainability of the innovation in the program. Based on these data, the authors call for the continued development of IPAs whose content/context correspond with the adult intellect, in addition to further research on IPA implementation and adaptation across a range of program types
