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Assessment for Learning in CLIL

Lithuania May 2013
by

Lisbeth M Brevik

on 18 October 2014

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Transcript of Assessment for Learning in CLIL

General Guidelines and Productive
Processes to Enhance Learning
Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

Assessment Reform Group (2002)
Workshop: Assessment of oral production
Assessment for Learning in CLIL
Lisbeth M Brevik
Lisbeth M Brevik,
University of Oslo, Norway

l.m.brevik@ils.uio.no
Lithuania, 10.5.2013
Your assessment:
Aims & Criteria

Build a tower of rocks
Height: at least 1 meter
Balance: at least 5 sec
...for use by learners and their teachers...
Assessment for learning
Assessment of learning
...seeking and interpreting evidence
Jenny's first drawing
Jenny's second drawing
Mind map in L1
Oral explanations in L2
NOSE
HAIR
FACE / HEAD
MOUTH
TEETH
TONGUE
LIPS
EYES
EYE LASHES
EYE BROWS
EARS
EAR LOBE
CHIN
FOREHEAD
CHEEK
HOLISTIC DESCRIPTION:
There is an introduction with a thesis statement or a topic question. The conclusion is linked to the introduction and where the contents of the text are briefly summed up.
LIST OF CRITERIA:
content
order
time
creativity
task performance
pictures
...to decide where the learners are in their learning...
...where they need to go and how best to get there
The pupils need more than praise - they need feedback on what they master and feed forward on how best to get there
FEEDBACK

Praise
[many]
«Great!»
«Good points»
«Nice report»
Corrective
[many]
«This is not an answer to the question.»
«Be more precise.»
«Read the instruction well.»
Constructive

& CLIL content
[very few]
«The introduction gives a good lead-in to the report»
«Very good introduction and explanation of the PCR method»
«What about other republics?»
FEED FORWARD

«You should
always
write something about sources. I suppose you have used some sources, for example the textbook?»
«You
could have written
more in the conclusion, for example cause and effect.»
«
Future
. More facts could be presented.»
List of criteria?
Holistic description?
Criteria rubric?
RUBRIC:
Workshop
I coffee
Lisbeth M. Brevik
Teacher, Author & Researcher
at the University of Oslo, Norway
Cook: Tasting while making the soup
Guest: Tasting the soup as served
"tror" (L1) = "believe" (L2)
CLIL Project:
9 upper secondary schools (Brevik, 2012b)
Learning Aims and Success Criteria
as a Roadmap for Learning

Language aims
Content aims
Integrated aims

CLIL in classroom practice: Assessment for Learning & Learning Strategies
Source: "Core English" (Brevik, 2012a)
Source: "Core English" (Brevik, 2012a)
Source: "Core English" (Brevik, 2012a)
Source: Yggdrasil (2006)
Source: Yggdrasil (2006)
Source: Yggdrasil (2006)
Task: skim read for 30 seconds

What do you think this is about?
Scan for pictures & transparent words
Task: skim read for 30 seconds

What do you think this is about?
Scan for transparent words
Skimming
Scanning
Close
reading
BEFORE
reading
DURING
reading
AFTER
reading
Activate prior knowledge
Vocabulary
Motivation
Reading with
eyes & pen
Memorize
Elaborate
Organize
Control
Word Clouds
Venn diagram
Mind Map
How may the pupils develop their abilities
to choose and apply learning strategies
critically and systematically?
Wolf & Fox
Key sentences
Wolf & Fox
Characteristics?
Fill in the characteristics: similarities in the overlap, differences in the outer circles
Made in www.wordle.net
Using the eyes
Now another challenge!
How would you read
to find the answers in this text?
Visualizing
the content: one power point chapter
Using the pen
Storyboard
Timeline
From aim, via criteria, via evidence to feedback.
Then: feed forward on language & content + self-assessment
(Brevik & Gunnulfsen, 2011)
(Brevik & Gunnulfsen, 2011)
(Brevik & Gunnulfsen, 2011)
(Slemmen, 2009:63-64)
(Brevik & Gunnulfsen, 2012)
(Brevik, 2012b)
(Brevik, 2012b)
(Brevik, 2012b)
(Brevik, 2012b)
(Brevik, 2012b)
(Tyrdal, 2012)
(Tyrdal, 2012)
(Brevik & Gunnulfsen, 2012)
(Brevik, 2012b)
(Brevik & Gunnulfsen, 2011, 2012)
(Blikstad-Balas, 2012)
(Brevik & Gunnulfsen, 2012)
(Brevik & Gunnulfsen, 2012)
(Brevik & Gunnulfsen, 2012)
"Voices in Time 3" (Brevik, 2008)
(Brevik & Gunnulfsen, 2011)
"Voices in Time 1" (Brevik, 2006)
(Brevik & Gunnulfsen, 2012)
Peace
1783
France joined
1778
Declaration of Independence
1776
Battles of Lexington and Concord
1775
1773
Boston
Tea Party
The Boston Massacre
1770
Mayflower
1620
France joined
1778
Declaration of Independence
1776
Battles of Lexington and Concord
1775
1773
Boston Tea Party
The Boston Massacre
1770
Mayflower
1620
1783
(Brevik & Moe, 2012)
(Brevik & Gunnulfsen, 2012)
(Brevik & Gunnulfsen, 2011)
(Brevik & Gunnulfsen, 2011)
(Brevik & Gunnulfsen, 2011)
(Brevik & Gunnulfsen, 2011)
(Brevik & Gunnulfsen, 2011)
(Brevik & Gunnulfsen, 2011)
(Brevik & Moe, 2012)
Reading - Taking notes - Writing
REFERENCES

Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising standards through Classroom Assessment. London: School of Education, King’s College. See also Phi Delta Kappan, 80(2): 139-48

Brevik, L. M. (2012a). "Core English. Basic skills. Vg1". Oslo: Cappelen Damm.

Brevik, L. M. (2012b). Feedback: Why it is important and why it is not enough. In Fokus på Språk 28, CLIL: Kombinert fag- og engelskopplæring i videregående skole, pp. 132-157. http://www.fremmedspraksenteret.no/neted/modules/archive/front/file.php?data=4661d2a1e517eb4f134b3938b25ce12b

Brevik, L. M. & Moe, E. (2012). Effects of CLIL teaching on language outcomes. In: Tsagari, D. & Csepes, I. (eds.), Collaboration in Language Testing and Assessment. Frankfurt, Peter Lang.

Brevik, L. M. og Gunnulfsen, A. E. (2011, 2012) "Les Mindre - forstå mer! Strategier for lesing av fagtekster". Oslo: Gyldendal Akademisk.

Brevik, L. M. (2006, 2007, 2008). "Voices in Time". Oslo: Cappelen Damm.

Slemmen, T. (2009). Vurdering for læring i klasserommet. Oslo: Gyldendal.

Wiliam, D. (2011). What is assessment for learning? In: Studies in Educational Evaluation 37 (2011) 3–14

WEB PAGES

Word cloud: www.wordle.net

Seeds of science, Roots of reading (Fox & Wolf): http://www.scienceandliteracy.org/sites/scienceandliteracy.org/files/strategyguides/SG_BlueWhalesButtercups.pdf

The Directorate for Education and Training (2010). Education Act (Act of 17 July 1998 no. 61 relating to Primary and Secondary Education and Training) with amendments as of 25 June 2010. In force as of 1 August 2010
Now, a task for you. Assess with a partner Jenny's drawing. Use the definition by the Assessment reform group: What is the evidence? How can you as a teacher use this evidence? How can the pupil (Jenny) use it?
Then, let's continue the task. How can you and Jenny use the evidence you found to decide where Jenny is in her learning, where she needs to go and how best to get there? Use the form "Two stars and a wish".
Other references: Black & Wiliam (1998), Wiliam (2011).
Language:
Content:
Maybe you can use this to plan your lessons?
Transparent words
glass
hotel
ring
super
tiger
arm
viking
idol
barometer
sky
for
sommer
varm
skyene
se
Transparent words
håpe
lav = low
høy = high
CLIL group work
about photo syntesis
Aim: point out the differences in different climates
Aim: Explain the process og Photosyntesis
2
3
4
1
Full transcript