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LET’S CLIL
SESSION 9 & 10
Assessment in CLIL

Let's CLIL. Assessment
Let's CLIL. Assessment
Four corners

Let's CLIL. Assessment
CONTENTS





Assessment and its pedagogical
function
Main issues for assessment in CLIL
Instruments to assess in CLIL

Let's CLIL. Assessment
ASSESSMENT AND ITS
PEDAGOGICAL FUNCTION
Let's CLIL. Assessment
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
Let's CLIL. Assessment
“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
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
Let's CLIL. Assessment
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
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.
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?
Assessment FOR learning
Five key strategies

Let's CLIL. Assessment
MAIN ISSUES FOR
ASSESSMENT IN CLIL
Let's CLIL. Assessment
A debate

Let's CLIL. Assessment
Assessment in CLIL

Learning
Objectives/
Outcomes

LEARNING
ACTIVITIES

Assessment
Criteria

Competences

Let's CLIL. Assessment
Questions

Let's CLIL. Assessment
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
Let’s reflect on these main
issues

Let's CLIL. Assessment
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)
CLIL Units must have CLEAR OBJECTIVES

CLIL teachers should always have
CONTENT as dominant OBJECTIVE.
Therefore, CONTENT first, then
LANGUAGE

Let's CLIL. Assessment
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
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
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
ASSESSMENT INSTRUMENTS

Let's CLIL. Assessment
Instruments
Assessment for
learning

Assessment of
learning (quantifying)

Diaries. Self
assessment

Portfolios

Rubrics

Orientation
Base
Let's CLIL. Assessment

Tasks

Exams ,
tests
Exams


What do they test?


Language risks!

Let's CLIL. Assessment
Graph and text

Let's CLIL. Assessment

Low - medium linguistic risk
Multiple choice (Qs and As)

Low linguistic risk
Let's CLIL. Assessment
Multiple choice gap fill

Low linguistic risk
Let's CLIL. Assessment
Full sentence answers

Medium linguistic risk

Let's CLIL. Assessment
Sequence texts

Low linguistic risk
Let's CLIL. Assessment
Texts, sentences, terms

Let's CLIL. Assessment

Medium linguistic risk
Match text and visual

Low linguistic risk
Let's CLIL. Assessment
Rubrics



criteria are established which allow
teachers or students to determine the
performance quality of students’ tasks.

Let's CLIL. Assessment
Classification
scale

Aspects to
assess

Evaluation
criteria

Let's CLIL. Assessment
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
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
http://rubistar.4teachers.org/index.php
Let's CLIL. Assessment
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
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
The portfolio
Personal document
each student
designs where
he/she registers his
own learning
process.

Let's CLIL. Assessment
PORTFOLIO
Way of collecting information which shows
the students’ skills and successes

HOW

ask

produce

synthesize
build
analyze

Let's CLIL. Assessment

think
Portfolios: Changes in class



Student-centred
Holistic
Involved in the learning and assessment
process.

Let's CLIL. Assessment


Stages in the portafolio design
collection

reflection
design

Let's CLIL. Assessment

selection
Collection: looking for
evidencies

Let's CLIL. Assessment
Advantages of showing
learning

•
•
•
•

Conscient learning process
Class thinking culture
Learning about themselves
Conscious of what and how
they learn

Let's CLIL. Assessment
Selection: Why?

Let's CLIL. Assessment


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
Reflection

Let's CLIL. Assessment
Framework to select

What? Reflection on
the present situation

Why? Construction
personal theory

So what now?
Establish improvements
Let's CLIL. Assessment
Let's CLIL. Assessment
Design

Let's CLIL. Assessment
WHICH FORMAT?
BOX
FILE

DISPLAY

CD; DVD
DIGITAL

DIARI; NOTEBOOK
Let's CLIL. Assessment
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
Assessment

Let's CLIL. Assessment
Analysis of assessment
activities and instruments

Let's CLIL. Assessment
Let's CLIL. Assessment

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