5.1.

Making a difference between assessment and

evaluation
Assessment-a process of collecting and interpreting evidence; it is related to individual
students´achievements.

Evaluation-a process of collecting evidence about programmes, systems, procedures and

processes; it is related to the quality of a curriculum, a study programme or teaching.

5.2. Assessment principles in CLIL

o teachers must define clear learning objectives before starting the process of
assessing
o they should use both formal and informal assessment which can be as well task-
based and assignment-based
o they should create raport with their students and introduce them to the
assessment measures and success criteria by employing an adequate format
o content language should be assessed using the simplest format of language
o language should be assessed for a real purpose in a real context(form/accuracy,
communicative competence, fluency)
o the importance of time if the assessment is orally-based
o scaffolding is not cheating
o responsibility is involved when dealing with self- and peer-assessment
5.3. Main issues for assessment in CLIL
Authenticity when dealing with Assessment in CLIL
1. It is an integral part of every lesson:
1.1.-Learning intentions should be shared with students
1.2.-Success criteria should be used
1.3.-Learners should be involved into self- and peer- assessment
1.4.-Feedback on learner’s performance should be provided
2.- It should be planned
3.- Learning outcomes should be established: decisions on how their achievement
will be assessed should be made.

What, why, when and how do we assess?

The use of information to help learning(formative assessment).

To find out and report on what has been learnt at a particular time(summative
assessment).

WHY?

Formative assessment is, by definition, used to make decisions about how to

advance learning while it is taking place. Therefore, we can call
it assessment for learning.
Summative assessment is concerned withincluding reporting to parents, other teachers,
tracking progress and sometimes for
grouping and selection. Thus, it is called assessment of learning.

WHEN?

Anytime! Before, during and after a didactic unit.

HOW?

First create raport so that students could express freely their ideas and opinions about
the subject. Then use questioning, observation, testing, concept mapping, discussing,etc.

WHO?

Teachers, self- and peer-assessment.

5.4. When is Assessment effective? Diagnostic,

Formative and Summative Assessment
Diagnostic Assessment

o It gives the teachers specific information about when and how to proceed with
instruction.
o It establishes a baseline from which to observe growth.
o It is assessment for learning.
Formative Assessment

o takes place as an integral part of teaching;

o relates to progression in learning;
o depends on judgements which can be child-referenced on criterion-referenced;
o uses methods which protect validity rather than reliability;
o uses information from children’s performance in a variety of contexts;
o involves children in assessing their performance and deciding their next steps.
Summative Assessment

o takes place at certain intervals when achievement has to be reported;

o relates to progression in learning against public criteria;
o enables results for different children to be combined for various purposes
because they are based on the same criteria;
o requires methods which are as reliable as possible without endangering validity;
o involves some quality assurance procedures;
o should be based on evidence relating to the full range of learning goals.
'Assessment for Learning' (AFL) key features:

o the sharing of learning intentions (meaning that teachers tell students at the
beginning of the lessons what they will learn);
o the use of success criteria (meaning that students will be told what the task will
involve and what the outcome will contain);
 o the involvement of learners in self- and peer-assessment;
o the importance of feedback, which should be sensitive to learners' self-esteem
and which should thereby positively impact on motivation.
5.5. Some distinguishing Characteristics in CLIL
Assessment is done:

o based on planned curriculum outcomes;

o based on pre-established criteria that have been shared with the students in
writing and discussed thereafter;
o when learning appears to be hindered;
o by collecting anecdotal information about each student;
o through student portfolios;
o through files of student work;
by using evaluation grids;
by means of checklists, e.g., level of participation.
5.6. Self and Peer Assessment
The main aims of self and peer assessment are to:

o increase student responsibility and autonomy;

o strive for a more advanced and deeper understanding of the subject matter, skills
and processes;
o lift the role and status of the student from passive learner to active learner and
assessor (this also encourages a deeper approach to learning);
o involve students in critical reflection;
o develop in students a better understanding of their own subjectivity and
judgment.
Important:

Peer-assessment can lead to better self-assessment. If a learner has formulated ideas

about a
piece of work sufficiently well to communicate and justify those judgments to another
learner, she
or he will be more able to look at her or his own work in the same objective manner.

5.7. Assessing Content & Language

Assessing Content

First, the teacher should define which aspect of language is assessed:

o Factual knowledge (checking detail)

o General understanding (major points)
o Ability to manipulate the content, using higher-level thinking skills such as
interpretation, analysis, synthesis or application.
o Ability to research more independently and extend the topic knowledge beyond
what has been presented by the teacher.
Examples of content activities:
 o complete grids
o draw diagrams of pictures
o decide if bulleted statements are true or false
o correct facts which are wrong
o make simple presentations linked to
o visuals or answer content-based questions with a simple yes/no response.
Assessing Language could be the ability to:

Recall subject-specific vocabulary.

o Operate functionally, using appropriate language structures and forms to discuss
and disagree, ask effective questions, report in appropriate language structures,
and so on.
o Listen or read for meaning.
o Present or discuss effectively.
o Demonstrate thinking/reasoning in the CLIL language.
o Show awareness of grammatical features of the language.
Examples of language activities:

o Selected- response: true/false, matching, multiple choice.

o Constructed -response: fill-in, short answers, performance assessments.
o Personal- response: conference, portfolio, essay writing, oral reports, self- and
o peer-assessment, interviews.
5.8. Strategies and Tools For Assessment
o Portfolios and dossiers (language and subjects).
o Classroom diaries and observation grids.
o Self- and Peer-assessment worksheets.
o Group work / interaction assessment grids
o Task performance grid (accuracy, presentation, support, etc).
o Tests in different format and with the possibility of using manipulative material.
Alternative Assessment Formats:

o Recording to a grid
o Reading visual texts of all types
o Matching information
o Labelling
o Other productive formats