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
