This document discusses assessment in Content and Language Integrated Learning (CLIL). It states that assessment should be an integral part of every CLIL lesson, with clear learning outcomes and success criteria established and shared with students. Students should be involved in self- and peer-assessment, and receive feedback on their performance. When assessing, one must consider whether to assess content or language first, as well as cognition and culture. The document outlines some key principles for CLIL assessment, including having clear objectives, a mixture of formal and informal assessments, and involving students in the assessment process.

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