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Designing Assessment Tasks with Language Awareness (EMI schools) - Coggle…
Designing Assessment Tasks with Language Awareness (EMI schools)
The Framework: Assessment Grid
Dimension of Linguistic/content demand
“Vocabulary”
receptive skills
reading and listening
productive skills
writing and speaking
“Sentence”
productive skills
receptive skills
“Text”
productive skills
receptive skills
Dimension of Cognitive demand
reference to Bloom’s taxonomy
"Recall"
students repeat what they have learned
factual information
non-explanatory
“Application
students applying the factual knowledge
different situations
problem-solving
“Analysis”
students engage in
High-order thinking skills
synthesising
evaluating
comparing
Providing Support for Students
to Attempt Challenging Tasks
Teaching-Learning Cycle
by Rothery (1994)
Deconstruction
Teachers
unpack the complicated/
unfamiliar academic language
Students
grasp how
content knowledge is
expressed through L2
vocabulary
sentence patterns
text
structures
subject-specific technical terms
word roots
prefixes
2 more items...
e.g. photo-
same word family
nominalisation
3 more items...
e.g. play, playful, display
may cause difficulties for students
Joint construction
Teachers
demonstrate how to produce the language
can be achieved through
parallel tasks
teacher does the first task together with students
teacher provides plenty of cognitive support
2 more items...
Independent construction
students are
asked to attempt the second task on their own
refer to the cognitive processes
draw on linguistic resources practised
examples of typical assessment tasks
formative and summative assessment
Recall-Vocabulary
Analysis-Vocabulary
compare and contrast
Recall-Sentence
identify the main function
Application-Sentence
describe
students’ grasp of key concepts and technical
terms