Assessment in CLIL Adapted from Mary Chopey-Paquet University of Nottingham
CLPI Carme Florit – Florit – CLSI Joan Alberich Departament d’Ensenyament
As learners, we all ‘know’ what ASSESSMENT means…
TESTS For challenging and measuring our learning!!!
…with judgement… stress… competition…
What is it? Who …?
When…?
Assessment …in CLIL
Where…?
…whom? How…? What do we assess?
Rationale for Assessment in CLIL: Embedding it into the instruction
“Assessment is no longer something teachers can ‘tack on’ at the end end of of the teaching and learning. It is an essential ongoing component of instruction that guides the process of learning.” Simmons, R.: “The Horse before the Cart: Assessing for Understanding”
Linked terms
• Evaluation Process of making a decision about student learning Requires us to make a judgement about student knowledge, behaviour / performance, perf ormance, attitude • Assessment Strategy for measuring that knowledge, behaviour / performance, attitude Is a data-gathering strategy
• Diagnostic
Formal
INTERRELATED o r
• Formative
I n f o r & mal
COMPLEMENTARY
• Summative
Traditional
o r Alternative Issues: Reliability, Validity, Practicability
“Goals, objectives, teaching and learning strategies, materials, feedback, and assessment are threads that run through the most widely used (instructional) design models.” Perkins, D.: “Smart “Smart Schools: Better Better Thinking and Learning for Every Child” Child”
• To plan carefully • To make decisions • To communicate • To PROMOTE AND SUPPORT LEARNING!
“Teachers need to consider how their their classroom activities, assignments, and tests support learning aims and allow students to communicate what they know, and then, use this information to improve teaching and learning.” Boston, C.: “The “The Concept of of Formative Assessment” Assessment”
When to assess? Regard assessment in CLIL as: • Continuous monitoring Needs – Needs – Demands Demands Progress Understanding Effectiveness • An on-going means to guide instruction in a desired direction Keeping the end in view: Aims, Objectives, Outcomes
When to assess? Regard assessment in CLIL as: An on-going general pedagogic strategy for adapting instruction and for empowering the learners Adapting teaching for effective learning Seeing assessment as support for effective learning
“Continuous monitoring of student learning means that lines between assessment and instruction fade. The student may be completely unaware of being assessed, instruction modified on the spot, and further cycles of assessment, instruction and modification. Such on-going assessment activity is designed to create an optimal learning situation for students.” Do Coyle, 2002
Where…? We normally assess at school, during a lesson, in the classroom… …but we can assess when our students are at home…or outside school … Information technologies give us new ways to assess… adding more assessment tools.
Who assesses… whom? Just as in the collaborative and interactive approach to the CLIL teaching-learning environment…
…also involves all the players from the CLIL setting in assessment
Assess what? • CONTENT…? • LANGUAGE…? DEBATE: Content through Language Language…? …? ??? Language through Content Content…? …?
Assess what? Content
must lead when assessing in CLIL:
1. Co Cons nsid ider er th thee cont contex ext, t, se sett ttin ing, g, le lear arne ners rs 2. Consider the CONTENT LANGUAGE demands
needs
Assess what? 3. De Detter ermi mine ne ap appr prop opri riat atee opt optio ions ns - Select appropriate domain (Cognitive, Affective, Psychomotor…)
- Match with appropriate way to assess - Find or develop tools: how to assess
Assess what? “In a CLIL classroom there are likely to be more strands of activity at any one point because of the integrative nature of content and language. Therefore, even more than in L1 lessons, we can not always assess everything.” Philip Hood
Assess what? Some guidelines • Clear objectives are needed before any assessment focus can be chosen • Content knowledge/skills should be assessed using the simplest form of language available for that purpose • Language should be assessed for a real purpose in a real context, sometimes for - Form/Accuracy - Communicative competence and/or fluency
How to assess? Just as in developing and widening our own repertoire of task types for our CLIL teaching, ALSO… we need to develop and broaden our CLIL assessment tools repertoire. The progress of our CLIL learners takes place in a rich and varied environment. It should be measured by equally rich and varied types of assessment that demonstrates progress over time in a variety of contexts.
How to assess? Some guidelines •
•
•
•
Learners should be given frequent opportunities to demonstrate the growth of their knowledge and understanding. Assessment tools tools should be varied to meet meet individual learning styles, needs and current skill levels. Learners should be made aware of the assessment objectives in advance. Involve the learners!
How to assess: Framework of Evaluation E valuation Cf. Freiberg & Driscoll
DIAGNOSTIC DIAGNO STIC Formal
Informal
FORMATIVE Formal
SUMMATIVE
Informal
Formal
Informal
Standardized tests
Observations
Checklists
Journals
Inquiry
Discussions
Pre-tests
Discussions
Quizzes
Observations
Work projects
Observations
Placement tests
?
QuestionsAnswers
QuestionsAnswers
Standardized tests
Work projects
Inquiry
Assignments Assignments
Student comments
Classroom tests
Student feedback
Questionnaire
Standardized tests
Assignments Assignments
Interviews
?
?
Classroom tests
?
Portfolios
Portfolios
Performance tasks
Performance tasks
?
Interviews ?
What is it? Who …?
When…?
Assessment …in CLIL
Where…?
…whom? How…? What do we assess?
