Assessment and evaluation in CLIL strategies and tools

Assessment and evaluation in CLIL strategies and tools

Roberta D'Ovidio

Start

Definition of ASSESSMENT and EVALUATION in a CLIL context

index

Type of assessments

Assessment instruments

Role of the teacher in CLIL evaluation

APP PER PRODUZIONE GRIGLIE DI VALUTAZIONE in CLIL

Teacher's guide to creating an assessment/evaluation grid

definition of assessment and evaluation in a clil context

assessment vs evaluation

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.

definition of assessment and evaluation in a clil context

the 4 w of assessment

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.

definition of assessment and evaluation in a clil context

the 4 w of assessment

CLIL assessment

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

CLIL TEACHER

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

(Hönig 2009)

definition of assessment and evaluation in a clil context

the 4 w of assessment

CLIL ASSESSMENT

aims to monitor student learning progress and achievements

measure the final results (summative assessment)

and

improve education through the analysis of processes and results

CLIL EVALUATION

(Maggi 2011)

definition of assessment and evaluation in a clil context

the 4 w of assessment

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

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

(Maggi 2011)

definition of assessment and evaluation in a clil context

the 4Cs framework

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

definition of assessment and evaluation in a clil context

the 4Cs framework

Communication

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

Content

Cognition

Cultural Contexts

Metacognitive objectives

definition of assessment and evaluation in a clil context

the 4Cs framework

Communication

CALP

Language (BICS+

Content

Discipline

HOTS

Cognition

Thinking skills LOTS+

Cultural Contexts

Metacognitive objectives

type of assessmentS

assessment of learning

(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

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.

type of assessments

assessment for learning

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.

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).

type of assessments

assessment as learning

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.

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).

type of assessments

multidimensional assessment

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

(Poisel2007)

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

(Gardner 1983; Puchta& Rinvolucri2007)

(Anderson 2011)

Learning is an inclusive process where all learners are addressed

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

assessment INSTRUMENTS

Assessment OF learning

Assessment FOR learning

Assessment AS learning

• Diagnostic Tests

• Reading Comprehension

• Matching Exercises

• Labelling

• Task-Based Learning (TBL)

• Role Play

• Reviewing/Summarizing

• Multiple Choice

• Achievement/Summative Tests

• Essays

• Short-Answer Questions

• Oral Presentations

• Self-Assessment

• Peer Assessment

• Surveys

• Projects/Portfolio

assessment INSTRUMENTS

Assessment OF learning

assessment INSTRUMENTS

Assessment FOR learning

assessment INSTRUMENTS

Assessment AS learning

role of the teacher in clil evaluation

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.:

Linguistic-communicative competence

Subject -specific competence

It depends:

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.

role of the teacher in clil evaluation

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

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

role of the teacher in clil evaluation

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

cosa dice la normativa

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

APP PER PRODUZIONE GRIGLIE DI VALUTAZIONE in CLIL

MagicSchool AI Piattaforma progettata per supportare gli educatori nella pianificazione delle lezioni, creazione di valutazioni e comunicazione efficace. Utilizza l'IA per generare contenuti educativi originali e fornire feedback tempestivi. ChatGPT Assistente virtuale basato su IA che può generare griglie di valutazione dettagliate e personalizzate in base ai criteri forniti. Easy-Peasy.AI Strumento che sfrutta l'IA per creare rubriche di valutazione su misura in pochi secondi, aumentando la produttività degli insegnanti.

Teacher's guide to creating an assessment/evaluation grid

thank you! see you next time

Roberta D'Ovidio