Assessment and evaluation in CLIL strategies and tools

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Roberta D'Ovidio

Assessment and evaluation in CLIL strategies and tools

Teacher's guide to creating an assessment/evaluation grid

APP PER PRODUZIONE GRIGLIE DI VALUTAZIONE in CLIL

Role of the teacher in CLIL evaluation

Assessment instruments

Type of assessments

index

Definition of ASSESSMENT and EVALUATION in a CLIL context

Assessment: Collecting and analyzing information about students' learning (McLaughlin & Vogt, 1996). It refers to the process of collecting and analyzing data about students' learning progress. It involves gathering information through tests, assignments, observations, or other tools to understand how well students are acquiring knowledge and skills. Evaluation: Making judgments based on assessment results, determining the quality of students’ achievements and feedback (Echavarria et al., 2008). Evaluation is so the next step, where judgments are made based on the assessment results. It determines the quality of students' achievements and provides feedback to guide improvement. Evaluation can influence grading, instructional adjustments, and overall educational decisions.

assessment vs evaluation

definition of assessment and evaluation in a clil context

What to Assess? Knowledge, problem-solving, interpretation, analysis. How to Assess? Formally/informally, individually/in groups, Q&A, or task-based learning. When to Assess? At key learning stages or continuously. Why Assess? To determine progress, guide learning, and improve teaching.

the 4 w of assessment

definition of assessment and evaluation in a clil context

(Hönig 2009)

Can content be separated from the language and assessed independently or does the specialist teacher assess language together with content?

a subject specialist who is proficient in the foreign language used as a medium of instruction/communication

CLIL TEACHER

CLIL assessment

the 4 w of assessment

definition of assessment and evaluation in a clil context

CLIL EVALUATION

(Maggi 2011)

improve education through the analysis of processes and results

and

measure the final results (summative assessment)

aims to monitor student learning progress and achievements

CLIL ASSESSMENT

the 4 w of assessment

definition of assessment and evaluation in a clil context

Foreign language is used as a medium of instruction/communication to discuss and reflect on content. The focus is then on meaning and language acts as a resource to achieve this meaning

(Maggi 2011)

Students focus mainly on the positive aspects of learning: “what they can do through the foreign language” rather than on linguistic mistakes. There is a triple focus on language, content and learning skills

the 4 w of assessment

definition of assessment and evaluation in a clil context

Content learning in CLIL should be understood as a complex cognitive process of communication determined by one's cultural knowledge and environment accordingly to Coyle's 4Cs

the 4Cs framework

definition of assessment and evaluation in a clil context

Assessment should provide a feedback about the level of fulfilment of all the defined objectives

Metacognitive objectives

Cultural Contexts

Cognition

Content

Communication

the 4Cs framework

definition of assessment and evaluation in a clil context

Metacognitive objectives

HOTS

Thinking skills LOTS+

Discipline

CALP

Language (BICS+

Cultural Contexts

Cognition

Content

Communication

the 4Cs framework

definition of assessment and evaluation in a clil context

Example in a CLIL classroom (L2): A geography test where students apply Bloom’s Taxonomy by remembering key terms (Knowledge), explaining the water cycle in English (Comprehension), and creating a labeled diagram (Application). Example in a CLIL classroom (L2): A science experiment report where students analyze results (Analysis), justify conclusions based on data (Evaluation), and propose an alternative experimental method (Creation), demonstrating higher-order thinking skills in the target language.

(Summative) Measures acquired knowledge through tests and grading (Briggs, 2008)

Assessing knowledge acquisition and level of competence, usually in the form of tests and exams, and grading it in a quantitative manner, though it may also qualitative

assessment of learning

type of assessmentS

Example in a CLIL classroom (L2): A teacher provides immediate feedback as students work in pairs to summarize a scientific concept in the target language, aligning with Bloom’s Taxonomy by helping them recall key terms (Knowledge), explain the concept in their own words (Comprehension), and apply it to a real-world example (Application). Example in a CLIL classroom (L2): A history teacher uses a concept map activity where students organize key events in English, fostering both critical thinking and language development by categorizing events (Analysis), comparing different historical outcomes (Evaluation), and creating their own timelines (Creation).

Assessment FOR Learning (Formative) refers to an ongoing process where teachers monitor students' progress to adjust teaching strategies and improve learning outcomes.Instead of being a final judgment, formative assessment provides continuous feedback that helps both students and teachers. It includes strategies such as self-reflections, peer assessments, and class discussions, allowing learners to identify areas for improvement while developing their language and subject skills in a CLIL environment.

assessment for learning

type of assessments

Example in a CLIL classroom (L2): In a science class, students maintain a reflective learning journal in the target language, describing their learning progress (Knowledge), analyzing their challenges (Analysis), and setting goals for improvement (Creation). Example in a CLIL classroom (L2): During a debate activity, students take turns assessing each other’s use of persuasive techniques and argument coherence, developing their critical thinking (Analysis) and self-assessment skills (Evaluation).

Assessment AS Learning emphasizes student involvement in the learning process through self-awareness, peer evaluation, and alternative assessments. This approach encourages students to reflect on their own progress, assess their strengths and weaknesses, and take an active role in their learning.

assessment as learning

type of assessments

(despite their different ways of learning and levels of achievement)

Learning is an inclusive process where all learners are addressed

(Anderson 2011)

(Gardner 1983; Puchta& Rinvolucri2007)

Strategies must take into account for:-learning outcomes defined-students’ multiple intelligences -students’ learning styles-“various backgrounds, needs and usage scenarios”

(Poisel2007)

Assessment should be multidimensionaland composed by a variety of formal and informal assessment strategies and tasks

multidimensional assessment

type of assessments

Assessment OF learning

• Multiple Choice

• Achievement/Summative Tests

• Essays

• Short-Answer Questions

• Oral Presentations

Assessment FOR learning

• Diagnostic Tests

• Reading Comprehension

• Matching Exercises

• Labelling

• Task-Based Learning (TBL)

• Role Play

• Reviewing/Summarizing

Assessment AS learning

• Self-Assessment

• Peer Assessment

• Surveys

• Projects/Portfolio

assessment INSTRUMENTS

Assessment OF learning

assessment INSTRUMENTS

Assessment FOR learning

assessment INSTRUMENTS

Assessment AS learning

assessment INSTRUMENTS

Subject -specific competence

It must be prevalent!!!!

on how much L2 has been used throughout the course, on the extent to which code-switching and L1/L2 alternation have been employed, and on how they have been utilized.

It depends:

Linguistic-communicative competence

It is necessary to decide from the beginning how much weight to assign in the assessment to the two main pillars of the CLIL approach.:

role of the teacher in clil evaluation

cosa dice la normativa

OBIETTIVI:- SaperecomunicarequantoapprendonoinambitodisciplinareusandolaL2- Sapercomprenderetestiinlinguarelativialladisciplina- Acquisirelacompetenzalinguisticanecessariaperaffrontarelostudiodiaspettiteorici(CALP,ovveroCognitiveAcademicLanguageProficiency)adiversilivelli

IldocenteDNLnoninsegnalalingua,manepromuovel’uso Ilcontenutodisciplinarevieneveicolatoattraversolalinguastraniera L2èfunzionaleall’apprendimentodelladisciplina

role of the teacher in clil evaluation

Nella valutazione CLIL gli errori linguistici non vengono ignoratima acquistano rilievo soprattutto quelli che impediscono la comprensione/trasmissione del messaggio Language clinic (Coyle):

• Non interrompere gli alunni
• Prendere nota degli errori più rilevanti e diffusi
• Prevedere momenti per discuterli, spiegando ai ragazzi che questa è una fase necessaria per arrivare ad una migliore comunicazione dei contenuti
• Collaborazione del docente di lingua

cosa dice la normativa

IldocenteDNLnoninsegnalalingua,manepromuovel’uso Ilcontenutodisciplinarevieneveicolatoattraversolalinguastraniera L2èfunzionaleall’apprendimentodelladisciplina

role of the teacher in clil evaluation

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APP PER PRODUZIONE GRIGLIE DI VALUTAZIONE in CLIL

Teacher's guide to creating an assessment/evaluation grid

Roberta D'Ovidio

thank you! see you next time