{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86662"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86662","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Investigating the Integrated Performance Assessment (IPA) in University Classrooms","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Sedor, Nicole; 0000-0003-1011-790X"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kearney, Erin","Romance Languages and Literatures"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T21:36:12Z","date_published":"2025-02-21T21:36:12Z","updated_at":"2026-07-27T19:05:34Z","subjects":["foreign language education","linguistics"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86662","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kearney, Erin","Romance Languages and Literatures"]},{"key":"dc:creator","label":"Author","values":["Sedor, Nicole; 0000-0003-1011-790X"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T21:36:12Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["foreign language education","linguistics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86662"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","The Integrated Performance Assessment (IPA) is a task-based performance assessment designed to be used in language classrooms. The IPA framework is intended to combine this assessment with instruction for a seamless link between these two elements along with feedback. As the IPA's purpose is to serve as an assessment that corresponds with language use that is used for communication across the interpretive, interpersonal, and presentational modes and that reflects natural language use, this research investigates to the degree that it does so during the first three semesters of implementation. The study is a longitudinal, multi-semester study of the IPA in university-level communicative Spanish classrooms, and includes data and analysis from a pilot study that was conducted before the fuller study. Specifically, this study analyzes the effect of instructor feedback on student progress in the performance of oral and written communication across the three previously mentioned modes using both quantitative data from assessments and qualitative data from interviews, stimulated recalls, and classroom observations. The study investigates student task performance and how feedback effects this performance, forms of Spanish language that students use to complete the tasks, teacher and student attitudes about the IPA, how students incorporate the feedback to self-assess and set goals, and how teachers use the results to tailor their instruction or not. By the end of the third semester of implementation, students and instructors began to value the IPA as assessment to foster progress in the target language, but this was more on an individual level than as a program as a whole.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Investigating the Integrated Performance Assessment (IPA) in University Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Kearney, Erin","Romance Languages and Literatures"],"dc:creator":["Sedor, Nicole; 0000-0003-1011-790X"],"dc:date":["2025-02-21T21:36:12Z","2020"],"dc:description":["Ph.D.","The Integrated Performance Assessment (IPA) is a task-based performance assessment designed to be used in language classrooms. The IPA framework is intended to combine this assessment with instruction for a seamless link between these two elements along with feedback. As the IPA's purpose is to serve as an assessment that corresponds with language use that is used for communication across the interpretive, interpersonal, and presentational modes and that reflects natural language use, this research investigates to the degree that it does so during the first three semesters of implementation. The study is a longitudinal, multi-semester study of the IPA in university-level communicative Spanish classrooms, and includes data and analysis from a pilot study that was conducted before the fuller study. Specifically, this study analyzes the effect of instructor feedback on student progress in the performance of oral and written communication across the three previously mentioned modes using both quantitative data from assessments and qualitative data from interviews, stimulated recalls, and classroom observations. The study investigates student task performance and how feedback effects this performance, forms of Spanish language that students use to complete the tasks, teacher and student attitudes about the IPA, how students incorporate the feedback to self-assess and set goals, and how teachers use the results to tailor their instruction or not. By the end of the third semester of implementation, students and instructors began to value the IPA as assessment to foster progress in the target language, but this was more on an individual level than as a program as a whole.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86662"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["foreign language education","linguistics"],"dc:title":["Investigating the Integrated Performance Assessment (IPA) in University Classrooms"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:34Z"}