Cafe CLIL - Assessment in CLIL

Cafe CLIL - Assessment in CLIL




Summary (AI generated)

Balancing Assessment and Language Skills
Phil and Keith discussed assessment methods and their impact on students. They agreed that while summative assessments are necessary, they should not be overly stressful or focus solely on content at the expense of language skills. Keith mentioned the Spanish bilingual program and a positive report about a cohort of students who took IGCSEs after completing the program. They also discussed a previous project in the Basque Country that attempted to combine content and language assessments, but Phil expressed doubts about the effectiveness of separating students' competencies in this way.

Integrating Language and Content Assessment
Phil and Keith discussed the integration of content and language outcomes in assessment, using the Spanish bilingual program cohort as an example of successful language achievement without separate measurement. They agreed that while language is important, it should not be completely separated from content outcomes, and can be addressed through rubrics and other assessment tools. Keith mentioned Anglia School's portfolio system, which includes student folders containing their work and and products from school activities.

CLIL Assessment Language Decisions
Phil and Keith discussed the topic of assessment in CLIL, highlighting its significance and the challenges it presents. They addressed a question from Frances in Australia about whether assessment should be in the target language or the language of the content, with Phil advocating for assessing in the CLIL language, which aligns with the focus on conceptual content. They also touched on the potential for using the learners' first language in initial stages but emphasized the importance of assessing in the CLIL language for validity.

Content-Language Integration in Assessment
Phil and Keith discussed the integration of content and language in teaching and assessment, emphasizing that language should be used as a vehicle to test conceptual understanding. They agreed that a rubric can include a language line, but the focus should be on the overall integration rather than separating content and language. Keith shared his experience preparing vocabulary resources and noted that examiners often highlight areas where students need more practice, such as hypothesis statement writing.

Language Integration in Educational Assessment
Keith and Phil discussed the importance of integrating language learning with content in educational settings, emphasizing a strategic approach rather than separation. They highlighted the need for teachers to focus on language earlier in the learning process and addressed the significance of using appropriate cognitive discourse functions in assessment tasks. Phil suggested starting assessment training by analyzing the verbs used in instructions and exams, emphasizing the importance of teaching students how to perform tasks like explaining and describing effectively.

Exam Alignment and Language Skills
Phil and Keith discussed the importance of aligning teaching content with exam requirements to ensure exam validity. They highlighted the need to focus on discourse functions and higher-level language skills rather than discrete vocabulary items. Keith mentioned finding varying structures and lexis in textbooks, suggesting that input material should be carefully curated to match learners' needs. Phil agreed, emphasizing the importance of teaching students through relevant tasks rather than testing them on isolated vocabulary.

CLIL Assessment Strategies and Insights
Phil and Keith discussed assessment in CLIL contexts, emphasizing the importance of aligning teaching and assessment methods. They highlighted the need for a variety of assessment tasks that reflect the linguistic demands of the curriculum and ensure reliability and validity. Keith shared insights from a bilingual program in Spain, where students performed well on standardized exams despite varying teaching methods. They agreed that formative assessment, including peer review and portfolio work, can be valuable for both learning and summative assessment. Phil suggested that attitudes towards work and peer assessment should also be considered in assessment, adding a fourth ‘attitudinal’ dimension to their discussion.
 
Links and Books
Johnstone report on Spanish Bilingual Programme
https://www.britishcouncil.es/sites/default/files/bilingual-education-project-spain-evaluation-report-en.pdf
Geri Smythe (2003) Helping Bilingual Learners Access the Curriculum, David Fulton Publishers