Download a sample IPA for Intermediate-level heritage speakers
A Spanish Teacher’s Experience with IPAs
When I started teaching middle school Spanish, I came from a background of verb drill practice and pre-made dialogues. Then, I discovered Integrated Performance Assessments (IPAs)—and everything changed. It wasn't just a fancy term but a whole new way of learning and assessing.
Think beyond rote memorization. Imagine students crafting presentations about their dream vacations in Argentina, complete with a conversation with a hotel concierge and a postcard written to family members back home.
Or picture them debating environmental issues in leveled Spanish, their voices alive with concern for the Amazon rainforest. That's the power of IPAs—they let students apply their skills in exciting, personalized ways.
This wasn't just a fad in my classroom. Our entire district embraced proficiency-based learning with open arms, and the results spoke for themselves.
The Results: Why Your Spanish Classes Need IPAs Too
My students weren't just reciting lines from a script; they were using Spanish to navigate their real world, from understanding Bad Bunny lyrics to connecting with their grandparents. The confidence in their eyes as they communicated authentically was my greatest reward.
Grades shifted from being scores on a page to reflections of true communication skills. It wasn't about memorizing verb conjugations. Instead, it was about connecting, creating, and expressing themselves in Spanish.
IPAs weren't just another classroom activity but the core of our learning. They were activities, assessments, and, most importantly, opportunities for students to truly own their Spanish.
Are you ready to ditch the drill-and-kill approach and unlock the potential of IPAs in your classroom? Download this Spanish integrated performance assessment from our Spanish for Spanish speakers solution, En voz alta, and use it in your classroom.
Intermediate Level Spanish Integrated Performance Assessment
A former Spanish teacher who is currently based in the Washington DC metropolitan area. She has a Bachelor of Arts degree in Spanish Language and Literature from la Universidad del Zulia and a Master's degree in Spanish Linguistics from the University of Colorado at Boulder. Her interests include SEL education in the world language classroom, theater, and finding ways to make the world a less scary place.
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