CLIL 6 assessment in CLIL
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This document discusses assessment in the CLIL (Content and Language Integrated Learning) context. It addresses three main issues: 1) Whether to assess content, language, or both, with content generally prioritized. 2) The importance of clear learning objectives. 3) Using a variety of assessment methods and instruments, both formal and informal. These include exams, tasks, rubrics, portfolios, and self-assessment to minimize language impact and effectively evaluate content knowledge and language skills. Formal assessments should have low linguistic risk while informal and formative assessments provide ongoing feedback to improve learning.
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CLIL 6 assessment in CLIL
- 1. LET’S CLIL SESSION 9 & 10 Assessment in CLIL Let's CLIL. Assessment
- 3. Four corners Let's CLIL. Assessment
- 4. CONTENTS Assessment and its pedagogical function Main issues for assessment in CLIL Instruments to assess in CLIL Let's CLIL. Assessment
- 5. ASSESSMENT AND ITS PEDAGOGICAL FUNCTION Let's CLIL. Assessment
- 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
- 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. 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
- 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. 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. 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. Assessment FOR learning Five key strategies Let's CLIL. Assessment
- 15. MAIN ISSUES FOR ASSESSMENT IN CLIL Let's CLIL. Assessment
- 16. A debate Let's CLIL. Assessment
- 17. Assessment in CLIL Learning Objectives/ Outcomes LEARNING ACTIVITIES Assessment Criteria Competences Let's CLIL. Assessment
- 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. Let’s reflect on these main issues Let's CLIL. Assessment
- 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. 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. 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. 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. 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. ASSESSMENT INSTRUMENTS Let's CLIL. Assessment
- 27. Instruments Assessment for learning Assessment of learning (quantifying) Diaries. Self assessment Portfolios Rubrics Orientation Base Let's CLIL. Assessment Tasks Exams , tests
- 28. Exams What do they test? Language risks! Let's CLIL. Assessment
- 29. Graph and text Let's CLIL. Assessment Low - medium linguistic risk
- 30. Multiple choice (Qs and As) Low linguistic risk Let's CLIL. Assessment
- 31. Multiple choice gap fill Low linguistic risk Let's CLIL. Assessment
- 32. Full sentence answers Medium linguistic risk Let's CLIL. Assessment
- 33. Sequence texts Low linguistic risk Let's CLIL. Assessment
- 34. Texts, sentences, terms Let's CLIL. Assessment Medium linguistic risk
- 35. Match text and visual Low linguistic risk Let's CLIL. Assessment
- 36. Rubrics criteria are established which allow teachers or students to determine the performance quality of students’ tasks. Let's CLIL. Assessment
- 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. 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
- 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. 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. The portfolio Personal document each student designs where he/she registers his own learning process. Let's CLIL. Assessment
- 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. Portfolios: Changes in class Student-centred Holistic Involved in the learning and assessment process. Let's CLIL. Assessment
- 46. Stages in the portafolio design collection reflection design Let's CLIL. Assessment selection
- 47. Collection: looking for evidencies Let's CLIL. Assessment
- 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. Selection: Why? Let's CLIL. Assessment
- 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
- 52. Framework to select What? Reflection on the present situation Why? Construction personal theory So what now? Establish improvements Let's CLIL. Assessment
- 55. WHICH FORMAT? BOX FILE DISPLAY CD; DVD DIGITAL DIARI; NOTEBOOK Let's CLIL. Assessment
- 56. To design a digital portfolio https://sites.google.com/site/portafoliplantilla 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
- 58. Analysis of assessment activities and instruments Let's CLIL. Assessment