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.
