Assessment in CLIL

1. Excellent Good Ok Need to improve
Student:
_____________
4 3 2 1
Frequency
The frequency of interventions is
optimal. Intervenes when there is
silence in order to continue the
discussion, but remains quiet to
their partners contribute.
Regularly contributes to
debates and allows others to
speak respecting the turns.
Occasionally makes comments, but
only when thread of the discussion is
broken. Sometimes speaks above
their classmates.
Participates too often: controls
the discussion, not allowing
pupils (or even sometimes the
teacher) to contribute. Or do not
say anything or create
distractions playing with objects.
Relevance
Contributions help to improve
lesson or discussion: is able to
make a key question, develop,
contribute with personal
knowledge, continue the
discussion, identify problems and
bring the discussion to another
level.
Contributions are related to the
issue and supported to make
connections between the
subject and the comments of
the students.
Comments only are able to repeat
what has already been said, or divert
the discussion from time to time.
The comments are not related to
the subject, or back to the
previous discussion or questions.
Adjustment to
cultural
patterns
Listen actively others before
making comments. Comments
focus on the topic of discussion
rather than focusing on specific
individuals. Maintains eye contact.
Listen to others contributions.
Asks questions and responds to
questions from the debate.
Listen intermittently: Comments are
sometimes misplaced or do not
follow the thread of the debate.
Maintains eye contact
intermittently.
The reviews tend to focus on
itself and not on the discussion.
1. Teacher’s Assessment

2. Children who are developing this project have from 3 to 6 years old. For this reason,
we are going to adapt Assessment Contract: instead of doing creating a Contract for
the group or the pair who has worked together and sit down and talk about which
mark they are going to give to the rest of the members of the group attending a serial
of criteria, we are going to do an individual evaluation but all together.
Peer’s assessment will be taken sitting down in a circle: each student will have two
images, one with a happy face and another one with a sad face. Teacher will say the
names of students and then each child has to raise the happy or sad image, depending
on his/her opinion about the student that is being evaluated.
An example of those images could be:
GOOD JOB!
YOU NEED TO IMPROVE…
2. Peer’s Assessment

3. Children who are developing this project have from 3 to 6 years old. For this reason,
we are going to adapt Self-assessment Target:
We can use 2 different ways to let children do self-assessment:
- Students from 3 to 4 years old: teacher reads aloud the items and then students
paint the traffic light red, orange or green, depending on their opinion about
themselves.
- Students from 5 to 6 years old: they try to read items on his own and then decide
which color they are going to use to paint the traffic light.
3. Self-assessment
PROJECT: Lions and lionesses
6. He aportado material para
el rincón del proyecto: libros,
peluches, dibujos…