CLIL ASSESSMENT

CLIL ASSESSMENT

Manić, Danijela

This paper introduces assessment in general terms, its main function and methods used in schools, as well as new alternative evaluating methods (self and peer assessment, project assessment and portfolio) that are advised to be used in classroom besides oral and written testing. The issue of assessment in the CLIL (Content and Language Integrated Learning) approach is still being resolved. It is the major area of teacher uncertainty in CLIL context since there are no established assessment practices for combined assessment of content and language. In this teaching approach, dual focus is on simultaneous language and content learning achieved by using the foreign language as the medium of instruction. The main concerns refer to what, who, when and how to assess. Do we assess content or language first? Do we sometimes assess one and not the other? Who assesses it, language teacher or content teacher? What tools can we use for assessment? It is important to bear in mind that assessment begins in the early phase of determining curriculum outcomes. The absence of clear language-specific learning objectives in curriculum makes the process of assessing even harder. Therefore, it is necessary to integrate language outcomes into curriculum, along with contentlearning objectives. This article addresses some studies investigating the effects of various assessment methods in practice. It recommends using alternative assessment measures such as portfolios, performancebased tasks, rubrics, descriptors, etc. It is necessary to do some more research to inform practitioners about the possibilities of integrated assessment of both language and content and to see in what context and on what modules these assessment tools may be used effectively and to offer some applicable framework. Keywords: CLIL, assessment, tasks, rubrics, self and peer assessment, portfolio

Conference or Workshop Item
PeerReviewed

2014

3389