CLIL 6 assessment in CLIL


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Assessment in CLIL

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  • This is spot on. Well done!!
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  • This is a very interesting and practical presentation! I will certainly use it in our CLIL& Language teacher training course in Gent. Kaat Van Hoecke, CLIL teacher training , Het Perspectief - Gent ( Flanders/Belgium)
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  • Dear Montse,
    Thank you for sharing this EXCELLENT presentation.
    ¡Enhorabuena! Desde Elche, Alicante,
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  • Montse,
    I found this presentation very interesting. I'm trying to introduce similar methodologies into our Health Science program here at Universidad Internacional Cataluña (UIC).
    Joan Ploettner
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CLIL 6 assessment in CLIL

  1. 1. LET’S CLIL SESSION 9 & 10 Assessment in CLIL Let's CLIL. Assessment
  2. 2. Let's CLIL. Assessment
  3. 3. Four corners Let's CLIL. Assessment
  4. 4. CONTENTS    Assessment and its pedagogical function Main issues for assessment in CLIL Instruments to assess in CLIL Let's CLIL. Assessment
  6. 6. Let’s think about it ... What students learn and how they learn it depends on how assessment is designed. Adapted from Neus Sanmartí Let's CLIL. Assessment
  7. 7. Let's CLIL. Assessment
  8. 8. “The idea that students have of what they have to learn depends not on what the teacher says, but on what he takes into account to assess students, and thus students adopt their way of learning.” Neus Sanmartí Let's CLIL. Assessment
  9. 9. What is assessment?    To collect information (with instruments or not) To analyse the information and judge it To take a decision social: To classify, choose, orientate SUMATIVE pedagogical: To regulate the learning process FORMATIVE Let's CLIL. Assessment
  10. 10. Let's CLIL. Assessment
  11. 11. Types of assessment: when and what for Initial evaluation Evaluation during the learning process Sumative Evaluation To diagnose and become aware of the starting points, objectives To identify difficulties and understand the causes To identify what has been learnt and value the quality of the teaching process Let's CLIL. Assessment
  12. 12. Types of assessment: how  Informal assessment: collecting  Formal assessment : exams.  Self assessment: students themselves measure their own progress. Let's CLIL. Assessment information under normal class circumstances.
  13. 13. Characteristics of an effective assessment Is it reliable? Is it practical? Does it have a positive washback effect? Let's CLIL. Assessment Is it valid?
  14. 14. Assessment FOR learning Five key strategies Let's CLIL. Assessment
  16. 16. A debate Let's CLIL. Assessment
  17. 17. Assessment in CLIL Learning Objectives/ Outcomes LEARNING ACTIVITIES Assessment Criteria Competences Let's CLIL. Assessment
  18. 18. Questions Let's CLIL. Assessment
  19. 19. Some issues     What do we assess: content or language or both? In what language do we assess? What tools can be used for assessment? Provided we assess in English, how can we minimize the effect of the language in the content assessment? Let's CLIL. Assessment
  20. 20. Let’s reflect on these main issues Let's CLIL. Assessment
  21. 21. 3 BASIC ISSUES Do we assess content, language, or both? Which is more Important? Let's CLIL. Assessment How do we do this? (Who assesses, When, how)
  22. 22. CLIL Units must have CLEAR OBJECTIVES CLIL teachers should always have CONTENT as dominant OBJECTIVE. Therefore, CONTENT first, then LANGUAGE Let's CLIL. Assessment
  23. 23. TIPS 1. 2. 3. Clear learning objectives, content / skills first, then language. Not everything is assessed A mixture of formal/informal assessment, which is both task-based and assignment based, is used. Let's CLIL. Assessment
  24. 24. TIPS 4. 5. 6. Learners should be aware of assessment instruments and success criteria, expressed in a student-friendly format. Content knowledge should be assessed using the simplest form of language Language should be assessed for a real purpose in a real context – accuracy and communicative competence / fluency. Let's CLIL. Assessment
  25. 25. TIPS 7. 8. If assessment is orally-based, then WAIT time is crucial. Scaffolding is not cheating. We need to assess what students can do with support, before we assess what they can do without it. Let's CLIL. Assessment
  26. 26. ASSESSMENT INSTRUMENTS Let's CLIL. Assessment
  27. 27. Instruments Assessment for learning Assessment of learning (quantifying) Diaries. Self assessment Portfolios Rubrics Orientation Base Let's CLIL. Assessment Tasks Exams , tests
  28. 28. Exams  What do they test?  Language risks! Let's CLIL. Assessment
  29. 29. Graph and text Let's CLIL. Assessment Low - medium linguistic risk
  30. 30. Multiple choice (Qs and As) Low linguistic risk Let's CLIL. Assessment
  31. 31. Multiple choice gap fill Low linguistic risk Let's CLIL. Assessment
  32. 32. Full sentence answers Medium linguistic risk Let's CLIL. Assessment
  33. 33. Sequence texts Low linguistic risk Let's CLIL. Assessment
  34. 34. Texts, sentences, terms Let's CLIL. Assessment Medium linguistic risk
  35. 35. Match text and visual Low linguistic risk Let's CLIL. Assessment
  36. 36. Rubrics  criteria are established which allow teachers or students to determine the performance quality of students’ tasks. Let's CLIL. Assessment
  37. 37. Classification scale Aspects to assess Evaluation criteria Let's CLIL. Assessment
  38. 38. Rubrics     Define what the teacher thinks is a good product. Improve students’ results since they are informed about what they are asked for. Reduce anxiety since they fix clear and beforehand criteria. Facilitate assessment, self-assessment and co-assessment. Let's CLIL. Assessment
  39. 39. Procedure      Revise a topic thoroughly. Establish objectives to be assessed. Describe the assessment criteria. Assign a number to each achievement level. Design a quality scale and establish the level students can get to. Let's CLIL. Assessment
  40. 40. Let's CLIL. Assessment
  41. 41. Orientation Base I think the product will be Ok if ... Well yes, but ... Students decide what a perfect product is and the teacher agrees with it. The method could be used in other circumstances Let's CLIL. Assessment
  42. 42. An interview What must be done When it will be perfect 1. Introducing the interview 1.1 St introduces himself 1.2 St explains the aim of the interview 1.3 St says how long it will take 2. Preparation 2.1 Questions are prepared before the interview 2.2 Questions were rehearsed 3. Politeness 3.1 St thanks 3.2 St does not hurry the interviewee 3.3 St does not interrump 4. Follow up questions 4.1 St poses questions based on interviewee’s answers 4.2 Questions are relevant 5. Listening to the interviewee 5.1. ... Let's CLIL. Assessment
  43. 43. The portfolio Personal document each student designs where he/she registers his own learning process. Let's CLIL. Assessment
  44. 44. PORTFOLIO Way of collecting information which shows the students’ skills and successes HOW ask produce synthesize build analyze Let's CLIL. Assessment think
  45. 45. Portfolios: Changes in class   Student-centred Holistic Involved in the learning and assessment process. Let's CLIL. Assessment 
  46. 46. Stages in the portafolio design collection reflection design Let's CLIL. Assessment selection
  47. 47. Collection: looking for evidencies Let's CLIL. Assessment
  48. 48. Advantages of showing learning • • • • Conscient learning process Class thinking culture Learning about themselves Conscious of what and how they learn Let's CLIL. Assessment
  49. 49. Selection: Why? Let's CLIL. Assessment
  50. 50.  Selection criteria depend on evaluation criteria:     Number of evidences Types Reflection Factors that intervene in the selection:    Achievement Motivation Positive and negative emotions Frustrations: fears, insecurity Let's CLIL. Assessment
  51. 51. Reflection Let's CLIL. Assessment
  52. 52. Framework to select What? Reflection on the present situation Why? Construction personal theory So what now? Establish improvements Let's CLIL. Assessment
  53. 53. Let's CLIL. Assessment
  54. 54. Design Let's CLIL. Assessment
  56. 56. To design a digital portfolio Our portfolio:  MAIN PARTS:      Portfolio and student presentation. What we learnt in every unit. Competences development. Reflections and progress at the end of every unit. Portfolio final reflections. Let's CLIL. Assessment
  57. 57. Assessment Let's CLIL. Assessment
  58. 58. Analysis of assessment activities and instruments Let's CLIL. Assessment
  59. 59. Let's CLIL. Assessment