ACTIVIDAD Nº1

Facultad de Educación y Humanidades, UFV

Assessment and Evaluation in CLIL.

Activity 1
Actividad presentada por: Noelia Peña Moreno
Titulación: Máster en Educación Bilingüe

Madrid, 15 de marzo 2023

Fdo. Noelia Peña Moreno

The integrated learning of language and subject raises some questions for the
teacher regarding the assessment of competences (Barbero, Clegg 2005):

1.Why evaluate? What special impact will it have within an innovative approach?

The evaluation of competences is an essential aspect of any educational process, in

addition to the approach that integrates the learning of languages and subjects. The
purpose of the evaluation is to measure whether the purposes of the teaching and
learning process have been achieved and to identify areas for improvement.

The competency assessment is important as it helps to measure the extent to which

students have acquired subject knowledge and language skills. It allows teachers to
assess whether students have developed the necessary skills to communicate well in the
language of instruction while demonstrating an understanding of the subject.

In addition, the assessment can be used to give students feedback on their work,
highlighting where they can improve and helping them identify their strengths. In this
way, assessment can support student learning by promoting self-reflection and
providing opportunities for growth.

2.Who evaluates in CLIL? The teacher of the discipline or of the language?

Together? Separately?

In content-integrated learning and foreign languages (CLIL), both subject and language
teachers are involved in the assessment process.

In some CLIL models, the subject teacher is primarily responsible for assessing
students' knowledge and understanding of the content, while the language teacher is
responsible for assessing their language proficiency and communication skills. In other
models, both the subject and language teacher collaborate to design assessments that
integrate content and language objectives.

It must be taken into account that the evaluation is related to the learning objectives of
both the subject and the language. This can be accomplished through good planning,
collaboration between subject and language teachers, and the use of assessment tools
that measure both content and language proficiency.

Ultimately, the goal of the CLIL assessment is to assess students' knowledge and skills
in both subject matter and language of instruction, and to provide feedback that supports
their continued learning and development in both areas.

3. What is evaluated?

In integrated subject and language learning, or CLIL, both language and subject skills
are assessed. This means that the teacher assesses the students' ability to understand and
use the language, as well as their understanding of the subject matter being taught. This
assessment of CLIL competencies may include both formative and summative
assessments, and may involve a variety of assessment methods, such as oral
presentations, written assignments, and projects.

The assessment of CLIL competencies must be aligned with the objectives of the study
plan, as well as with the language learning objectives. This means that the assessment
should focus on the integration of language and content, and should assess students'
ability to use language in meaningful and authentic contexts, as well as their ability to
understand and apply the concepts and principles of the subject. that is being studied is
being taught. Coyle (2010)

In general, the assessment of CLIL competences is a complex task that requires careful
planning, collaboration between language and subject teachers, and the use of
appropriate assessment methods and tools.

4. How to evaluate? With what tools? Which format for the tests? (Provide
examples)

Assessing integrated language and subject learning can be a complex task for teachers,
as they need to determine how to assess students' competencies in both areas. Some
suggestions for assessing integrated language and subject learning, along with examples
of testing tools and formats that can be used are:

 Performance Tasks: Require students to demonstrate their understanding and

application of subject knowledge and language skills. For example, creating a
poster in which students describe three countries in the world, using both
language skills and country knowledge

 Rubrics: These can be used to assess integrated student learning by describing

specific assessment criteria. Teachers can use them to assess their use of subject-
specific vocabulary, grammar, as well as their ability to use these language skills
to communicate their understanding of the subject. An example of a rubric could
be to take into account the accuracy of the information, quality of presentation,
use of language and creativity.

 Authentic Assessments: These are designed to assess student learning in real

world situations. For example, students could be asked to participate in a debate
or role-play, using knowledge of the language and the subject to argue a point of
view.

 Integrated tests: these are assessments that assess knowledge of the language and
of the subject. For example, a science test, where students read and interpret
graphs and tables, demonstrating their knowledge of the language and the
subject at the same time.
The use of a combination of performance tasks, rubrics, authentic assessments and
integrated tests can provide a complete picture of students' language and subject
learning.

References:

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning.
Cambridge University Press.