Quality Videos and Integrated Performance Assessments Are Essential in the World Language edTPA

For more than 60 years, educational reform in the United States of America has been driven by four major questions revolving around teacher attributes, effectiveness, knowledge, and outcomes. Today, outcomes for not only students but also for those who teach them have become a focal point. The purpose of this chapter is to discuss the World Language edTPA—a performance-based, subject-specific assessment for pre-service teachers in 27 content areas that is now in place in 41 states and the District of Columbia. The authors begin by highlighting educational policy and best practices in teaching languages before providing research-based suggestions regarding the development of a high-quality portfolio by focusing on video recording considerations and the use of the integrated performance assessment.

INTEGRATED PERFORMANCE ASSESSMENT;

Objectives: To assess first year MBBS students’ perceptions regardingIntegrated Performance Assessment and its relevance to clinical practice as compared withtraditional OSPEs. Study Design: Cross-sectional observational study. Setting: Al NafeesMedical College, Isra University, Islamabad. Period: Final week of First year MBBS students’professional exam held in November 2013. Methodology: Both interactive and static stationswere developed according to predetermined assessment blueprint. Clinical scenarioswere used as triggers followed by tasks relating to laboratory skills and or relevant physicalexamination on standardized subjects. Two to three tasks were given at each station. Checklistsfor standardized marking of observed stations were also developed. Feedback questionnairewas given to find out overall perception of students regarding this assessment process at theend of examination. The questionnaire comprised of 18 statements to be rated on 5-point Likertscale. Results: Almost all the students agreed that Integrated Performance Assessment wasbetter than traditional OSPEs. 73% of students agreed that stations were well organized and83.4% showed that the time duration for task completion was appropriate. 75% agreed thatstations reflected integration of various disciplines. 64 % were of the opinion that basic scienceknowledge was linked to clinical practice. 72.1% were of the opinion that it involved criticalthinking in clinical context. However, students suggested improving further in organizationand integration of stations. Conclusion: Students perceived IPA as a better tool of assessingapplication of basic science concepts and its clinical relevance in integrated curriculum format.