ASSESSMENT ASSESSMENT ISSUESISSUES

ININ

CLILCLIL

ASSESSMENT PROCESSESASSESSMENT PROCESSES

SUMMATIVESUMMATIVE

Makes a judgement on the Makes a judgement on the capability of the learner at capability of the learner at a certain point in timea certain point in time

Leads to some form of info-Leads to some form of info-giving to another party giving to another party (ex., school (ex., school management/parents)management/parents)

It is associated with formal It is associated with formal testing (end-of-unit, final testing (end-of-unit, final result)result)

FORMATIVE

It is more complex

Its intention is diagnostic

It has an impact on the learner’s next step

It is also formative for the teacher, because it can alter planning

CLARKE (2001)CLARKE (2001)

SUMMATIVESUMMATIVE

The simple The simple measurement measurement of a plantof a plant

FORMATIVEFORMATIVE

The feeding The feeding process which process which leads to leads to growthgrowth

AfL (Assessment for Learning)Black, William, UK, 1998 – 2002

KEY PRINCIPLES• THE SHARING OF LEARNING INTENTIONS

Teachers tell students at the beginning of the lessons what they will learn

• THE USE OF SUCCESS CRITERIAStudents will be told what the task will involve and what the outcome will contain

• THE IMPORTANCE OF FEEDBACKwhich affects the learner’s self-esteem and should positively impact on motivation

We Will Focus OnWe Will Focus OnFORMATIVE ASSESSMENTFORMATIVE ASSESSMENT

WHY?WHY?

because it is to be used on a because it is to be used on a regular basisregular basis

because it promotes learning and, because it promotes learning and, therefore, better summative resultstherefore, better summative results

because it is INSIDE, not OUTSIDE because it is INSIDE, not OUTSIDE the teaching/learning the teaching/learning process/activitiesprocess/activities

because it is CONTINUOUS and because it is CONTINUOUS and within classroom practicewithin classroom practice

MAYOR QUESTIONS

o What do we assess? CONTENT or LANGUAGE?

o In what language do we assess?o What tools can we use for assessment?o How can we assess previous knowledge

and/or progression?o How can we minimize the effects of the

language in the content assessment?o How can we evaluate the skills/processes?o How can/should we assess group work?

3 BASIC ISSUES

Do we assess content, language,

or both?

Which is more Important?

How do we do this?(Who assesses,

When, how)

The fact is, that CLIL Units must have The fact is, that CLIL Units must have CLEAR OBJECTIVESCLEAR OBJECTIVES

What really matters is PRIORITY.What really matters is PRIORITY.

In my opinion, being CONTENT TEACHERS, CLIL teachers In my opinion, being CONTENT TEACHERS, CLIL teachers should always have CONTENT as dominant OBJECTIVE. should always have CONTENT as dominant OBJECTIVE. Then, of course, language will be learnt in the process.Then, of course, language will be learnt in the process.

Therefore, CONTENT first, then LANGUAGETherefore, CONTENT first, then LANGUAGE

1. ASSESSING CONTENT1. ASSESSING CONTENTBasic PrinciplesBasic Principles

CONTENT OBJECTIVES CONTENT OBJECTIVES should be the same should be the same for native or second-for native or second-language speakerslanguage speakers

BUTBUT

CLIL teachers should CLIL teachers should choose a method of choose a method of assessment which assessment which

uses the least uses the least languagelanguage

CONTENT is clear and wide in the

STUDENT’S MIND

BUT

When it comes to communicating it to

someone else, MOUTHS are SLOW

2. WHICH ASPECT of the CONTENT are 2. WHICH ASPECT of the CONTENT are

we ASSESSINGwe ASSESSING?? Factual knowledge Factual knowledge (checking detail)(checking detail)

General UnderstandingGeneral Understanding (Major points)(Major points)

Ability to manipulate content Ability to manipulate content (interpretaion/analysis/synthesis/applicatio(interpretaion/analysis/synthesis/application)n)

3. If we focus on CONCRETE objectives, 3. If we focus on CONCRETE objectives, THEN regular assessment THEN regular assessment opportunities COME!!opportunities COME!! We should We should

propose propose purposeful purposeful learning learning activities, which activities, which involve students involve students in in thinkingthinking and and problem-solvingproblem-solving, , in pairs or in in pairs or in groupsgroups

In this way, it may In this way, it may not be necessary to not be necessary to create a specific create a specific TEST, because the TEST, because the activities activities themselves can be themselves can be used for monitoring used for monitoring and can provide real and can provide real evidence of learningevidence of learning

4. If a 3-part lesson is 4. If a 3-part lesson is

implemented,implemented,

LESSON

STARTERIntroducing:

Brainstorming,Visuals,

Questions

MAIN ACTIVITIESTask-based

Set by the teacherMonitor/observe

PLENARYT/SS together

summarize thelearning, in

order to move on

THEN, assessment will not always deal with individuals, but also with groups

of learners It may be difficult to decide who knows

what, but this is less important, because the FINAL OUTPUT MAY BE MORE THAN THE SUM OF ALL THE PARTS

In addition, such tasks raise different areas for assessment: - teamwork

- project work- self assessment

1. ASSESSING LANGUAGE

To begin with, just as with content, we need to be sure which aspect of language we are assessing:

Subject-specific vocabulary Listen/read for meaning Present/discuss effectively Demonstrate thinking/reasoning in the CLIL

language Show awareness of grammatical features of

the language

2. HOW TO ASSESS LANGUAGE:2. HOW TO ASSESS LANGUAGE:through a variety of approachesthrough a variety of approaches

CONSTRUCTEDRESPONSE

Fill-inShort answersPerformanceassessment

PERSONALRESPONSEPortfolio

Essay-writingOral reports

SELECTEDRESPONSETrue/FalseMatching

Multiple choice

ALTERNATIVE ASSESSMENT FORMATS

A. RECORDING TO A

GRID

• It requires little language knowledge to stimulate content recall

• It activates/organizes thinking

• Once completed, the grid can be used for a further task, involving pair work (negotiating)

ALTERNATIVE ASSESSMENT FORMATS

B. READINGVisual texts

of all types

Matching pictures to vocabulary

True/false Gap-filling from a

box Decision task: two

versions are given and the correct one has to be chosen

ALTERNATIVE ASSESSMENT FORMATS

C. MATCHINGINFORMATION

o With this format, demonstrating comprehension should always involve real decision based on concept understanding. (Ex.: matching sentence halves)

o The focus is on MEANING

ALTERNATIVE ASSESSMENT FORMATS

LABELLINGLABELLING

The simplest of all The simplest of all the productive the productive formats, it comes formats, it comes in single-word in single-word form.form.

Very useful at Very useful at elementary level, elementary level, or in the or in the introduction-phase introduction-phase of the lessonof the lesson

ALTERNATIVE ASSESSMENT FORMATS

OTHER PRODUCTIVE

FORMATS

• They are more complex

• When you want your students to SPEAK or WRITE, they need a MODEL

• They also need SCAFFOLDING activities (note-taking, fill-in a grid)

• First in PAIRS/GROUPS, then INDIVIDUALLY

SUMMARY

1. Clear Learning OBJECTIVES; they will usually include CONTENT/SKILLS first, then LANGUAGE in some form

2. Because of INTEGRATION and DUAL FOCUS, in CLIL lessons we cannot always assess everything

3. We shloud use a mixture of formal/informal assessment, which is both task-based and assignment based

SUMMARY

4. Learners should be aware of assessment measures and success criteria, expressed in a student-friendly format

5. Content knowledge should be assessed using the simplest form of language which is appropriate for that purpose

6. Language should be assessed for a real purpose in a real context – sometimes it will be for form/accuracy, sometimes for communicative competence/fluency

SUMMARY

7. If assessment is orally-based, then WAIT TIME is crucial (thinking and expressing what they tink takes time!!)

8. SCAFFOLDING is not CHEATING. We need to assess what students can do with support, before we assess what they can do without it.