Assessment in CLIL It is an integral part of every lesson It should be planned Learning outcomes should be establish Decisions how their achievement will be assessed should be made Learning intentions should be shared with students Success criteria should be used Learners should be involved into self- and peer- assessment Feedback on learner’s performance should be provided
The main issues for assessment in CLIL What do we mean by assessment in CLIL? Do we assess content or language first? Do we sometimes assess one and not the other? If so, which, when, why and how? What about cognition and culture? Who assesses? When do we assess? How do we assess? What is the role of standard examination systems? Is there a role for the Common European Framework? Assessment Issues in CLIL
CLIL Assessment Principles (1)
1. Clear learning objectives/outcomes (based on the 4Cs) before an assessment focus:
Then, language in some form.
2. A mixture of:
Formal and informal assessment;
Task-based and assignment-based;
Specific test times and classwork sampling.
3. Learners familiar with:
The assessment measures*;
* They should be expressed in a student-friendly format
4. Content knowledge assessed using the simplest form of language.
CLIL Assessment Principles (2)
5. Language is assessed:
for a real purpose;
in a real context.
6. ‘Wait time’ is crucial in an orally based assessment.
7. Scaffolding is not ‘cheating’:
first – the assessment of students’ ‘can do’ with support performance;
only then – the assessment of students’ ‘can do’ without support performance.
8. Students take some responsibility for self- and peer-assessment assessment.