Thank you all for your valuable

feedback and for participating in

our Grading Model election!
The model that most of the
members of our department
preferred was...
IPA MODE BASED GRADING MODEL

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IPA Mode-Based
Grading Model
SY 2020-21 Language Department - Block Intensives
All Academy language
courses will use the IPA
Mode Grading Model of
25%-25%-25%-25%.
COURSE LEVEL AGREEMENTS (e.g. Spanish 1 [3 teachers], Spanish 4H [2 teachers])

1. Agree upon the coverage (# units for the year) and have your unit
design planning template for your level completed by 8/18.
2. Give the same summative (agreed upon prior to the start of that unit).
○ Okay to have minor topic differences to allow for some variation
between the classes, but the task and rubric should generally be
the same.
3. Discuss point weighting on major (e.g. summatives) or high frequency
tasks so total points will be similar within each mode.
○ That is, one teacher should not be weighting a summative at 50
points while the other is weighting it at 100 points.
COURSE LEVEL AGREEMENTS (e.g. Spanish 1 [3 teachers], Spanish 4H [2 teachers])

4. Only count an assignment or task under one mode or category.

○ Do not double count. That is, once an assignment has been
counted under interpretive, it should not be counted in any other
category.
5. Honors may opt for different summatives to account for differences in
topic coverage, pacing, and overall proficiency of the students.
○ Keep the line of communication open within the sub-department
on how and where regular and honors diverge.
○ You are welcome to use the unit design planning template as a
place for such notes.
IPA SUMMATIVES
ABOUT IPA SUMMATIVES

➔ Give at least a summative for each mode at least once per unit.
➔ Summatives should be somewhat linked and/or connected.
◆ Interpretives can help inform what students might produce in the
interpersonal or presentational.
➔ IPA guidance is clear about what criteria is measured in each mode to
ensure no possibility of double counting in the gradebook.
◆ E.g. Interpersonal and Presentational rubrics might share the
common language of proficiency, but they are fundamentally
different rubrics on what they measure.
➔ We have samples in the Academy Language Dept Shared Drive
IPA RUBRICS
 INTERPERSONAL PRESENTATIONAL

2
3
4

5
INTERPERSONAL PRESENTATIONAL
INTERPERSONAL

3
PRESENTATIONAL

3
So...
WHAT IS BEING MEASURED

INTERPERSONAL
- Language Function
- Text Type
- Comprehensibility
- Language Control
- Communication
Strategies
INTERPRETIVE
- Word recognition
- Main idea detection
- Supporting detail detection
- Inferring meaning
- Perspectives

PRESENTATIONAL
25 25 - Language Function
- Text Type
- Comprehensibility
25 25 - Language Control
- Impact
Which brings us to the final point.
CLASS CONTRIBUTION

Tasks to put in IPA categories

- have more formalized rubrics
- clearly communicated ahead of time to let
students as to what is expected of them as
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the defining criteria for mastery for the task
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CLASS CONTRIBUTION
“Student Skills” “Academic Responsibility”
- Participation, Preparation, Attitude
- Homework
- Class Activities
- Collaboration, Engagement
- Complete/Incomplete Assignments/Tasks
- etc.
25% seems a little high...
Let’s check in at a later date on this.

Once we’ve had a chance to all use the model, we

can evaluate the weight, items counted in this
category, how we have used this new category, and
its impact towards students’ grades.
Check out the Grading Model
Survey FAQ for more info...