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Assesment in CLIL - UC5 - Coggle Diagram
Assesment in CLIL - UC5
Characteristics of assessment in CLIL - Coyle, D(2010)
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- Learning outcomes should use a format which acknowledges the different areas of learning in the classroom
- In CLIL classroom there are a lots of possible angles of assessment, therefore even more than in first lesson, we cannot always assess everything
- Whe should use a mixture of formal and informal assessment.
- Whe should familiarize the learners with the assessment criteria, expressed in a student friendly formal
- Content language should be assessed using the simplest format of language which is appropriate for that purpose.
- Language should be assessed for a real purpose in a real context
- If the assessment is orally based "wait time, is crucial"
- Scaffolding is not "cheating" - we need to assess what students can do with support before we assess what they can do without it.
- Students need to be able to take some responsability for their own assessment.
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Five reasons for organizing assessment - Assessment is not and island in itself, it is an integral part of every lesson.
- To determinate existing student knowledge so one can plan teaching better (diagnostic assessment).
- To determinate student achievement levels for measuring progress in achieving content, lenguage and learning skills goals (summative assessment or assessment of learning)
- To understand student interests, attitudes and learning styles (what inspires them) (formative assessment or assessment for learning)
- To involve student in taking greater responsibility for their learning (assessment as learning)
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In CLIL we can considered Assessment from three dimensions: The purpose of each of the planned assessment activities will give priority to one of the dimensions, but the three of them would be present.
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