The third edition of the IPA Manual, The Integrated Performance Assessment: Twenty Years and Counting, builds upon the original framework presented to guide instructors in designing and implementing this cutting-edge assessment into their world language classrooms. Informed by the findings of research conducted on the IPA since 2013, this edition describes the potential of the IPA as a vehicle for enacting instruction and assessment for diversity, equity, and inclusion in the world language classroom at all levels of instruction. The interpretive comprehension guide has been expanded into three separate templates, each of which addresses a specific modality—interpretive viewing, interpretive listening, interpretive reading. Revised rubrics with several new criteria, together with accompanying tools, assist instructors in more easily rating learner performance across the three modes of communication. A new dedicated chapter articulates the role of the IPA at the post-secondary level in bridging the traditional divide between language and literature. Finally, a new set of model IPAs created by instructors who have implemented the assessment across proficiency levels and languages provide guidance to teachers. Without a doubt, the third edition, which illustrates how the IPA continues to have an impact on teacher perceptions, classroom instruction, and learning, will be a valuable resource to all world language educators who are in search of an innovative strategy for blending instruction and assessment in a seamless fashion.

About the Author

Dr. Francis John Troyan is Associate Professor of Multilingual Language Education and Critical Transformative Education at The Ohio State University, where he teaches in the Bilingual, TESOL, and World Language Education programs, as well as the online Graduate Certificate Program in Core Practices in World Language Education. His teaching and research focus on assessment, language teacher education, language teacher identities and ideologies, and genre-based approaches to instruction and assessment in language education. He received the 2022 Anthony Papalia Award for Excellence in Teacher Ed. Dr. Bonnie Adair-Hauck has served as Assistant Professor of French, Chair of the Modern Language Department and Chair of the Humanities Division, La Roche College, as well as Foreign Language Methodologist and Senior Research Fellow, University of Pittsburgh. Recipient of state, regional and national awards, Adair-Hauck has authored numerous publications on the PACE model; performance-based language learning; integrated performance assessment and a co-constructed approach to IPA feedback. Adair-Hauck has conducted IPA training workshops in 27 states, as well as in France, Canada and S. Africa. Dr. Eileen W. Glisan is Professor Emerita at Indiana University of Pennsylvania, where she coordinated the Spanish Education K-12 Program for more than 30 years. Past President of ACTFL, she is co-author of the two-volume series, Enacting the Work of Language Instruction: High-Leverage Teaching Practices and of Teacher's Handbook: Contextualized Language Instruction, currently in its fifth edition. She received the 1996 Anthony Papalia Award for Excellence in Teacher Education and the 2008 Northeast Conference Nelson H. Brooks Award for Distinguished Service and Leadership to the Profession.

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