Assessment issues in

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

• Clear Learning OBJECTIVES; they will usually include CONTENT/SKILLS first, then LANGUAGE in some form
• Because of INTEGRATION and DUAL FOCUS, in CLIL lessons we cannot always assess everything
• We shloud use a mixture of formal/informal assessment, which is both task-based and assignment based

SUMMARY

• Learners should be aware of assessment measures and success criteria, expressed in a student-friendly format
• Content knowledge should be assessed using the simplest form of language which is appropriate for that purpose
• 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

• If assessment is orally-based, then WAIT TIME is crucial (thinking and expressing what they tink takes time!!)
• SCAFFOLDING is not CHEATING. We need to assess what students can do with support, before we assess what they can do without it.