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Assessment

in CLIL
by

on 14 May 2015

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Transcript of Assessment

sharing of learning intentions (teachers tell students what they will learn at the beginning of the lesson)

using success criteria (students are told what the task will involve and what the outcome will contain)

giving feedback which is sensitive and has a positive impact on motivation

involving learners in self- and peer-assessment
Why do we assess our students?
to find out what they know about the subject
to find out strengths and areas for improvement
to find out what motivates them
to monitor progress in thinking skills, practical skills and learning
to identify support strategies needed
to encourage them about their progress in learning content and language
to find out if our planning and teaching of content have been effective
to inform colleagues, parents, authorities
to give them a qualification at the end of a course
Can one test cover all of these objectives for testing?
Summative assessment
makes a judgement on the capability of the learner at that point in time
gives information to another party, for example the school management or parents
is associated with formal testing and final results
CLIL needs to take this into account to maintain credibility in educational programmes
Formative assessment
is more complex since it is diagnostic
aims to have an immediate impact on the learner's next steps
allows the teacher to effectively alter planning and practice mid-unit
has an individual goal-focused approach rather than the potentially demotivating competitive basis of summative testing
Is formative or summative assessment more appropriate for each of these objectives?
Summative assessment is said to be like measuring a plant...
...while formative assessment is like the feeding process.
In 2002, the Assessment Reform Group produced a document outlining the key principles of formative assessment, or 'Assessment for Learning' as they called it. The full document can be found on the Scoopit EAP and CLIL Tips & Tools website, but the key points are:
How are these points related to CLIL?
Effective formative assessment should lead to more effective summative assessment.
If a student 'fails' to communicate knowledge during assessment, how do we know if this is due to a lack of content knowledge or language knowledge?
Whichever method you decide to use, there is a fundamental question you have to ask yourself when assessing in CLIL:
Do you assess content or language?
use the most direct method of assessment with the least amount of language required
completing grids
drawing diagrams/pictures
decide if things are true or false
correct facts that are wrong
make simple presentations
answer yes/no content questions
Part of the answer to this question lies with...
factual recall (detail)
general understanding (major points)
using higher order thinking skills to manipulate content
ability to extend knowledge beyond class input
communicating content effectively
specialist vocabulary
functions (e.g. discussing)
focus on form (e.g. past tense)
How can we do this?
Use a 3-part lesson format, with starter, main activity and a plenary.
Monitor class activities.
Assess group and collaborative work.
Employ different criteria for assessment (e.g. use of media in presentations).
Correct language with reference to content to avoid frustration and undermining confidence.
Collect language errors to go through in a class 'language clinic'.
Student portfolios & learner diaries, performance-based tasks, essay writing, oral reports and interviews.
Show anonymous pieces of work in class and invite amendments.
peer-assessment can lead to better self-assessment
collaborative whole-class assessment (overseen by the teacher) will give an idea of student capacity for progress
BUT
do they have the language to self- and peer-assess?
Full transcript