Your SlideShare is downloading. ×
Assessment in CLIL
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Assessment in CLIL


Published on

Published in: Education, Technology

1 Comment
1 Like
  • Do you assess content as a content learning and language as language learning separately or together? How? If content teacher needs to follow according to national curriculum in science, then is teacher supposed to think that students already know the language and just teach the subject or/both language?
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Assessment in CLIL
  • 2. 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
  • 3. 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
  • 4. CLIL Assessment Principles (1)
    • 1. Clear learning objectives/outcomes (based on the 4Cs) before an assessment focus:
      • Content/skills first;
      • 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*;
      • Success criteria*;
      • * They should be expressed in a student-friendly format
      • 4. Content knowledge assessed using the simplest form of language.
  • 5. 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.