Integrated Performance Assessments: Providing Equitable Instruction and Assessment for ELLs/MLLs

Abstract

AbstractIn this Teaching Issues article, we make the case for using Integrated Performance Assessments (IPAs) to get a better picture of ELLs/MLLs learning progress and language development and thus, contributing to more equitable learning environments in both instruction and assessment practices. An Integrated Performance Assessment allows learners to use the three modes of communication—interpretive, interpersonal, and presentational—to communicate their learning and demonstrate language development in an integrated way. We show how IPAs can be used as assessments for, of, and as learning; they promote more authentic teaching and assessment methods, in both formative and summative ways. To illustrate the potential opportunities IPAs can offer over traditional teaching and assessment methods, we share a classroom‐ready example designed by a teacher who participated in a 15‐month professional development project. We posit that IPAs value the resources ELLs/MLLs bring to the classroom and allow them to use these resources in their learning, as well as promote authentic language use and provide a window into ELLs’/MLLs’ progress in ways that advance their learning and language development through collaboration and interaction.