Integrated Performance Assessments (IPAs) have been heralded as a more authentic manner in which to evaluate language learners. Based on the principles of Dynamic Assessment (DA) and Performance-Based Assessment (PBA), IPAs continue to be used in both K-12 and university language classrooms. However, some teachers may be hesitant to implement IPAs due to concerns with logistics, including time constraints and giving feedback to every student in a large class. This review of the literature explores the theoretical underpinnings to the IPA, as well as practical considerations for teachers.