Assessment issues in

The fact is, that CLIL Units must have CLEAR OBJECTIVES

What really matters is PRIORITY.

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

Therefore, CONTENT first, then LANGUAGE

1. ASSESSING CONTENT Basic Principles

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

BUT

CLIL teachers should choose a method of assessment which uses the least language

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 we ASSESSING?

• Factual knowledge (checking detail)
• General Understanding (Major points)
• Ability to manipulate content (interpretaion/analysis/synthesis/application)

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

• We should propose purposeful learning activities, which involve students in thinking and problem-solving, in pairs or in groups

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

4. If a 3-part lesson is implemented,

• LESSON

• STARTER
• Introducing:
• Brainstorming,
• Visuals,
• Questions

• MAIN ACTIVITIES
• Task-based
• Set by the teacher
• Monitor/observe

• PLENARY
• T/SS together
• summarize the
• learning, 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