Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher-learner co-constructive feedback sessions (Adair-Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co-constructive feedback sessions with two learner dyads, as well as learner performance in the interpersonal speaking component of four IPA cycles. The findings demonstrated that the learner dyads engaged in the co-construction of abundant feedback affordances with the researchers and each other, and appear to have utilized some of the affordances in subsequent IPAs, in which three of four participants improved their performance. Research and pedagogical implications of these findings are discussed.