Assessment in CLILAssessment in CLIL

Assessment in CLIL

It is an integral part of every

lessonIt 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

The main issues for The main issues for assessment in CLILassessment in CLIL

What do we mean

by assessme

nt 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 assesse

s?

When do we

assess?

How do we

assess?

What is the role

of standard examinat

ion systems?

Is there a role for

the Common European Framewor

k?

Assessment

Issuesin CLIL

CLIL Assessment Principles (1)CLIL Assessment Principles (1)

1. 1. Clear learning objectives/outcomes (based on the Clear learning objectives/outcomes (based on the 4Cs) before an assessment focus:4Cs) before an assessment focus:

Content/skills first;Content/skills first;Then, language in some form.Then, language in some form.

2. A mixture of:2. A mixture of:Formal and informal assessment;Formal and informal assessment;Task-based and assignment-based;Task-based and assignment-based;Specific test times and classwork sampling.Specific test times and classwork sampling.

3. Learners familiar with:3. Learners familiar with:The assessment measures*;The assessment measures*; Success criteria*;Success criteria*;* They should be expressed in a student-friendly * They should be expressed in a student-friendly formatformat

4. Content knowledge assessed using the simplest form 4. Content knowledge assessed using the simplest form of language.of language.

CLIL Assessment Principles (2)CLIL Assessment Principles (2)

5. Language is assessed:5. Language is assessed:

for a real purpose;for a real purpose;

in a real context.in a real context.

6. ‘Wait time’ is crucial in an orally based assessment.6. ‘Wait time’ is crucial in an orally based assessment.

7. Scaffolding is not ‘cheating’:7. Scaffolding is not ‘cheating’:

first – the assessment of students’ ‘can do’ first – the assessment of students’ ‘can do’ with supportwith support performance; performance;

only then – the assessment of students’ ‘can only then – the assessment of students’ ‘can do’ do’ without supportwithout support performance. performance.

8. Students take some responsibility for self- and peer-8. Students take some responsibility for self- and peer-assessment assessment.assessment assessment.