Diana Angélica Parra
Assessment Action Plan
CLIL Evaluation & Assessment Action Plan
TYPES OF CURRENT SITUATION
ASSESSMENT
Placement Ability to communicate ideas in
the foreign language is the focus
of the placement test at my
institution.
Students are evaluated on the
four language skills plus
grammar and vocabulary.
During the first two weeks of
the course learners present
diagnostic tests to complement
the initial assessment.
Decisions on the level of each
student are made based on the
results.
Progress Progress tests are applied in the
form of quizzes and midterm
exams and they evaluate
students’ comprehension
development in language.
Evaluation of There are not any data
Instruction collection tools to know the
extend towards teachers use
assessment and feedback to
“tailor instruction to students”
(Haley & Austin, p.122)
Language & Content
GOALS ACTION STEPS RESPONSIBLE
(to be achieved by the
end of the semester)
To identify strategies To update competences that are Level
to enhance placement evaluated in the placement tests Coordinators.
procedures and ensure by analyzing the competences
students’ learning is described in the syllabus of each
being assessed level.
properly.
To design diagnostic activities for
each level to measure learner’s
previous knowledge in terms of Teachers
language, content and use of
learning strategies.
To implement more To evaluate syllabus from a CLIL Level
sensitive measures of perspective and start Coordinator
comprehension implementing content
development in both competences and training on
content and language. learning strategies.
To design tests that address Level
disciplinary knowledge and Coordinator
language skills. and Teachers.
To collect data from learners Teachers
results to verify effectiveness of
instruction.
To design action plans to help Teachers
learners achieve learning goals
and succeed in the progress
assessment.
To raise learners awareness of Students
their achievement of language,
content and strategies objectives
through the implementation of
Learners’ Portfolios.
To tailor instruction to To have teachers keep a Level
students based on the Teacher’s journal or any other Coordinator
results of the data collection tool to reflect on and Teachers
evaluations and the students’ results, evaluation
feedback provided by process and how they can
the students. improve instruction to address
students’ needs.
T uses anecdotal and

Alternative Some of the assessment is
assessments based on real word tasks (such
as letters, postcards and e-
mails). Other assessment tasks
are not authentic but have a
communicative goal.
Reference
Haley, M.H. & Austin, T. (2004). Content--Based Second Language Teaching and Learning. Chapter 4.
Diana Angélica Parra
Assessment Action Plan
Language & Content
observational records as part of
the Teachers’ Portfolio.
To design alternative To keep working on the writing Students
assessments methods portfolio that addresses real
(Haley & Austin, words tasks, such as writing
p.123) which provide letters, e-mails and postcards.
feedback for improving
learning and To design communicative Teachers
instruction. performance tasks in which
learners solve real problems and
demonstrate their
comprehension of the language
and the concepts and their
thinking skills.
To include checklist for learners Level
to be aware of the performance Coordinator
they are expected to show in the
exams and to reflect on their
learning progress (in terms of
language, content, skills,
thinking habits and attitude)
To include self-assessment Teachers
techniques for learners to
evaluate their progress.