6. Let’s think about it ...
What students
learn and how
they learn it
depends on
how
assessment is
designed.
Adapted from Neus Sanmartí
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8. “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
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9. 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
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11. 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
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12. Types of assessment: how
Informal assessment: collecting
Formal assessment : exams.
Self assessment: students themselves
measure their own progress.
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information under normal class
circumstances.
13. Characteristics of an effective
assessment
Is it reliable?
Is it practical?
Does it have a positive
washback effect?
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Is it valid?
19. 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?
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21. 3 BASIC ISSUES
Do we assess
content, language,
or both?
Which is more
Important?
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How do we do this?
(Who assesses,
When, how)
22. CLIL Units must have CLEAR OBJECTIVES
CLIL teachers should always have
CONTENT as dominant OBJECTIVE.
Therefore, CONTENT first, then
LANGUAGE
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23. 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.
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24. 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.
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25. 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.
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35. Match text and visual
Low linguistic risk
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36. Rubrics
criteria are established which allow
teachers or students to determine the
performance quality of students’ tasks.
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38. 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.
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39. 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.
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41. 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
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42. 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. ...
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44. PORTFOLIO
Way of collecting information which shows
the students’ skills and successes
HOW
ask
produce
synthesize
build
analyze
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think
45. Portfolios: Changes in class
Student-centred
Holistic
Involved in the learning and assessment
process.
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46. Stages in the portafolio design
collection
reflection
design
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selection
52. Framework to select
What? Reflection on
the present situation
Why? Construction
personal theory
So what now?
Establish improvements
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56. 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.
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