Assessment in Clil

ASSESSMENT IN CLIL

Marta Peñuela
Rebeca Talens
Eva Fito
Nieves Parets
María Sentí
Fernando Solsona
Assessment implies more than Evaluation.

We have to create evaluation materials with educational materials.

We must design activities in order to help students to get the final objective or objectives.
Pupils (and their parents) are depending on progress reports to monitor learning, and assessment can
be a motivating factor in the best case.
Designing and carrying out CLIL assessment is a demanding and complex endeavor whether the
purpose is formative, summative or purely diagnostic. It seems clear that teachers and schools
require support from the community of applied sciences and materials developers if they are to
consolidate existing CLIL implementation calls for continuity across levels and assessment
principles.
Is adaptable to a varied range of CLIL contexts.
It has to correspond with existing reference frames such as CEFR
It should reflect good practice as well as materials used in various types of CLIL projects.
While subject and language are not always separately on analyzable, it is generally possible to place
the emphasis on either content or language and communication in a particular assessment activity so
that a single test item might for instance place a focus on understanding and reproducing content.
What do we mean by assessment in CLIL?
CLIL assessment needs to account for the goal and objectives of two different subjects, including
knowledge, competences, skills, attitudes and discourse practices, for both language and content.
What do we assess, content or language?
Both, but language in context.
What tools can we use for assessment?
Portfolios, Diaries, Rubrics, Tasks, Exams...
Who assesses?
Learners should be involved into self and peer-assessment.
How do we assess?
Informal, formal and self assessment.
What is the role of standard examination systems?
They give us these benefits:
Standard of comparision.
A degree of quality
A principle of honesty and integrity.
Is there a role for the CEFR?
CEFR makes easier for practitioners to tell each other and their clientele what they wish to help
learners to achieve, and how they attempt to do so.
Assessment in general can be defined as the process of deciding, collecting and interpreting
information about children's learning and skills and use it for some purposes.
The 4C's framework for CLIL starts with content and focuses on the interrelationship between
content, communication, cognition and culture to build synergies of integrating learning and
language learning.
Scaffolding is a process in which the teacher supports the learners by breaking down a task or
activity into manageable steps and demonstrating skills and strategies how to complete each step
successfully.
The 4 language skills are
1. Listening
2. Speaking
3. Reading
4. Writing
HOT's:
They are based on learning taxonomies (Bloom's Taxonomy). He said that some types of learning
require more cognitive process than others.
The assessments techniques help us to foster good working relationships with students and
encourage them to understand that teaching and learning are on-going precessess that require full
participation.
It is possible and It would be very easy. Let we show you a musical example of peer assessment:
We ask two students to play with the flute a song the next week, and we tell them that at the end
they'll assess each other.
The autonomy we are given these students and the new status they've acquired (as is said above)
will increase a better understanding and a more virtuous performance.
The advantages are:
1. Helps students become autonomous learners

2. Helps students develop their judgmental skills
3. Encourages students to be more responsible for their own learning
The disadvantages are:
1. They could not be sincere, even over-evaluate themselves.

2. Friendship can influence the reliability of grades given by students.
3. Students may have a tendency to give everyone the same mark.
What are the main features of rubrics?
Rubrics have two major aspects:

1. Coherent sets of criteria
2. Descriptions of levels of performance for these criteria
They are descriptive and not evaluative.

The operating principle is you match the performance to the description rather than "judge" it.
Effective rubrics have appropriate criteria and well-written descriptions of performance.
Do you normally use rubrics in your teaching practice?
We use rubrics in our teaching precess, we use rubistar and our own rubrics.
How do you score students' work?
The first step in developing a scoring rubric is to clearly identify the qualities that need to be
displayed in a student's work to demonstrate proficient performance.
The identified qualities will form the top level or levels of scoring criteria for the scoring rubric.
After defining the criteria for the top level of performance, our attention turn to define the criteria
for lowest level of performance
The contrast between the criteria for top level performance and bottom level performance is likely
to suggest appropriate criteria for middle level of performance. This approach would result in three
score levels.
Here is a Rubric for a Musical Lesson called The Singasong Lesson
Direction: Each composition will be graded according to this lesson
COMPOSITION NEEDS FAIR GOOD GREAT EXPERT

GRADING EXPERIENCE COMPOSER COMPOSER COMPOSER COMPOSER
RUBRIC 1 POINT 2 POINTS 3 POINTS 4 POINTS 5 POINTS
Notation used in Quarter notes + Half notes + Doted + Semibreve + Eight notes
the song notes
Notes Used C C, D C, D, E C, D, E, F C, D, E, F & G
Length of the song 4 measures 5 measures 6 measures 7 measures 8 measures
4 beats in a 4 mistakes 3 mistakes 2 mistakes 1 mistake No mistakes
measure
Creativity of No patterns 1 Repeating 2 Repeating 3 Repeating 4 Repeating
composition Rhythm Rhythm Rhythm Rhythm pattern
pattern pattern pattern

Assessment in Clil

Uploaded by

Copyright:

Available Formats

Assessment in Clil

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment in Clil

Uploaded by

Copyright:

Available Formats

ASSESSMENT IN CLIL

We have to create evaluation materials with educational materials.

What do we assess, content or language?

Both, but language in context.

What tools can we use for assessment?

Portfolios, Diaries, Rubrics, Tasks, Exams...

Learners should be involved into self and peer-assessment.

Informal, formal and self assessment.

What is the role of standard examination systems?

They give us these benefits:

Is there a role for the CEFR?

The 4 language skills are

The advantages are:

1. Helps students become autonomous learners

The disadvantages are:

1. They could not be sincere, even over-evaluate themselves.

Rubrics have two major aspects:

They are descriptive and not evaluative.

Do you normally use rubrics in your teaching practice?

How do you score students' work?

Direction: Each composition will be graded according to this lesson

COMPOSITION NEEDS FAIR GOOD GREAT EXPERT

You might also like