Assessment issues in

ASSESSMENT ISSUES

IN

CLIL

ASSESSMENT PROCESSES

SUMMATIVE

• Makes a judgement on the capability of the learner at a certain point in time
• Leads to some form of info-giving to another party (ex., school management/parents)
• It is associated with formal testing (end-of-unit, final 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)

• SUMMATIVE

The simple measurement of a plant

• FORMATIVE

The feeding process which leads to growth

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 CRITERIA

Students will be told what the task will involve and what the outcome will contain

• THE IMPORTANCE OF FEEDBACK

which affects the learner’s self-esteem and should positively impact on motivation

We Will Focus On FORMATIVE ASSESSMENT

WHY?

because it is to be used on a regular basis

• because it is to be used on a regular basis
• because it promotes learning and, therefore, better summative results
• because it is INSIDE, not OUTSIDE the teaching/learning process/activities
• because it is CONTINUOUS and within classroom practice

MAYOR QUESTIONS

• What do we assess? CONTENT or LANGUAGE?
• In what language do we assess?
• What tools can we use for assessment?
• How can we assess previous knowledge and/or progression?
• How can we minimize the effects of the language in the content assessment?
• How can we evaluate the skills/processes?
• 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)