Assessment in CLIL

Adapted from Mary Chopey-Paquet University of Nottingham CLPI Carme Florit CLSI Joan Alberich Departament dEnsenyament

As learners, we all know what ASSESSMENT means

TESTS

For challenging and measuring our learning!!!

with judgement stress competition

Questions
What is it? Who ? When? Where?

Assessment in CLIL

whom?

How? What do we assess?

Rationale for Assessment in CLIL: Embedding it into the instruction

Assessment is no longer something teachers can tack on at the end of the teaching and learning. It is an essential ongoing component of instruction that guides the process of learning.
Simmons, R.: The Horse before the Cart: Assessing for Understanding

The Language of Assessment

Linked terms Evaluation Process of making a decision about student learning Requires us to make a judgement about student knowledge, behaviour / performance, attitude Assessment Strategy for measuring that knowledge, behaviour / performance, attitude Is a data-gathering strategy

What is assessment?

What is assessment? Types of assessment

Diagnostic Formative Summative
Formal INTERRELATED or Informal &

COMPLEMENTARY Traditional
or Alternative Issues:
Reliability, Validity, Practicability

Goals, objectives, teaching and learning strategies, materials, feedback, and assessment are threads that run through the most widely used (instructional) design models.
Perkins, D.: Smart Schools: Better Thinking and Learning for Every Child

Why do we assess? We asses to

To plan carefully To make decisions To communicate To PROMOTE AND SUPPORT LEARNING!

Teachers need to consider how their classroom activities, assignments, and tests support learning aims and allow students to communicate what they know, and then, use this information to improve teaching and learning.
Boston, C.: The Concept of Formative Assessment

When to assess? Regard assessment in CLIL as:

Continuous monitoring Needs Demands Progress Understanding Effectiveness An on-going means to guide instruction in a desired direction Keeping the end in view:
Aims, Objectives, Outcomes

When to assess? Regard assessment in CLIL as: An on-going general pedagogic strategy for adapting instruction and for empowering the learners
Adapting teaching for effective learning Seeing assessment as support for effective learning

Continuous monitoring of student learning means that lines between assessment and instruction fade. The student may be completely unaware of being assessed, instruction modified on the spot, and further cycles of assessment, instruction and modification.

Such on-going assessment activity is designed to create an optimal learning situation for students. Do Coyle, 2002

Where?
We normally assess at school, during a lesson, in the classroom

but we can assess when our students are at homeor outside school Information technologies give us new ways to assess adding more assessment tools.

Who assesses whom?

Just as in the collaborative and interactive approach to the CLIL teaching-learning environment

also involves all the players from the CLIL setting in assessment

Assess what?
CONTENT? LANGUAGE?
DEBATE: Content through Language? ??? Language through Content?

Assess what?
Content must lead when assessing in CLIL:

1. Consider the context, setting, learners 2. Consider the

CONTENT

LANGUAGE
demands needs

Assess what?
3. Determine appropriate options
- Select appropriate domain
(Cognitive, Affective, Psychomotor)

- Match with appropriate way to assess - Find or develop tools: how to assess

Assess what?
In a CLIL classroom there are likely to be more strands of activity at any one point because of the integrative nature of content and language. Therefore, even more than in L1 lessons, we can not always assess everything. Philip Hood

Assess what? Some guidelines

Clear objectives are needed before any assessment focus can be chosen Content knowledge/skills should be assessed using the simplest form of language available for that purpose Language should be assessed for a real purpose in a real context, sometimes for - Form/Accuracy - Communicative competence and/or fluency

How to assess?
Just as in developing and widening our own repertoire of task types for our CLIL teaching, ALSO we need to develop and broaden our CLIL assessment tools repertoire. The progress of our CLIL learners takes place in a rich and varied environment. It should be measured by equally rich and varied types of assessment that demonstrates progress over time in a variety of contexts.

How to assess? Some guidelines

Learners should be given frequent opportunities to demonstrate the growth of their knowledge and understanding.
Assessment tools should be varied to meet individual learning styles, needs and current skill levels. Learners should be made aware of the assessment objectives in advance. Involve the learners!

How to assess: Framework of Evaluation

Cf. Freiberg & Driscoll

DIAGNOSTIC
Formal
Standardized tests Pre-tests Placement tests Inquiry Questionnaire

FORMATIVE
Formal
Checklists Quizzes QuestionsAnswers Assignments Standardized tests Classroom tests Portfolios Performance tasks Interviews ?

SUMMATIVE
Formal
Inquiry Work projects Standardized tests Classroom tests Interviews Portfolios Performance tasks ?

Informal
Observations Discussions ?

Informal
Journals Observations QuestionsAnswers Student comments Assignments ?

Informal
Discussions Observations Work projects Student feedback ?

Do you have some answers?

What is it? Who ? When? Where?

Assessment in CLIL

whom?

How? What do we assess?