Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects

Bilingual Education implies curricular integration along with new teaching procedures. However, a closer look at CLIL contexts shows that, very frequently, these new methodologies have not been integrated in assessment. This article provides a comprehensive overview of CLIL assessment practices in t...

Descripción completa

Detalles Bibliográficos
Autores: Otto, Ana, Estrada, José Luis
Tipo de recurso: artículo
Fecha de publicación:2019
País:España
Institución:Universidad a Distancia de Madrid (UDIMA)
Repositorio:udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid
OAI Identifier:oai:udimundus.udima.es:20.500.12226/2732
Acceso en línea:http://hdl.handle.net/20.500.12226/2732
Access Level:acceso abierto
Palabra clave:CLIL
assessment
focus group
CAM Bilingual Project.
id ES_296fac2f043349da739ef3bf84d3e1a2
oai_identifier_str oai:udimundus.udima.es:20.500.12226/2732
network_acronym_str ES
network_name_str España
repository_id_str
spelling Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content SubjectsOtto, AnaEstrada, José LuisCLILassessmentfocus groupCAM Bilingual Project.Bilingual Education implies curricular integration along with new teaching procedures. However, a closer look at CLIL contexts shows that, very frequently, these new methodologies have not been integrated in assessment. This article provides a comprehensive overview of CLIL assessment practices in the context of the CAM Bilingual Project in Spain. More specifically, by using responses from two focus groups and comparing them with prior teachers’ questionnaires, the study examines the main assessment tools content teachers use in such settings, and the role that language plays in the learning of content subjects. The research findings provide relevant insights in relation with teacher training in bilingual schools and the absence of formative assessment in the context of the study. Therefore, written exams stand out as the most common assessment tool and, furthermore, the students’ language level is taken into account in grading the subject. On the basis on these results, a set of recommendations for the teachers in Bilingual Sections of Madrid are proposed.Universidad Autónoma de Barcelona2018-19Departamento de IdiomasFacultad de Ciencias de la Educación2019info:eu-repo/semantics/articlehttp://hdl.handle.net/20.500.12226/2732reponame:udiMundus. Repositorio Institucional de la Universidad a Distancia de Madridinstname:Universidad a Distancia de Madrid (UDIMA)Inglésinfo:eu-repo/semantics/openAccessoai:udimundus.udima.es:20.500.12226/27322026-06-02T12:44:31Z
dc.title.none.fl_str_mv Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects
title Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects
spellingShingle Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects
Otto, Ana
CLIL
assessment
focus group
CAM Bilingual Project.
title_short Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects
title_full Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects
title_fullStr Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects
title_full_unstemmed Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects
title_sort Towards an Understanding of CLIL Assessment Practices in a European context: Main Assessment Tools and the Role of Language in Content Subjects
dc.creator.none.fl_str_mv Otto, Ana
Estrada, José Luis
author Otto, Ana
author_facet Otto, Ana
Estrada, José Luis
author_role author
author2 Estrada, José Luis
author2_role author
dc.subject.none.fl_str_mv CLIL
assessment
focus group
CAM Bilingual Project.
topic CLIL
assessment
focus group
CAM Bilingual Project.
description Bilingual Education implies curricular integration along with new teaching procedures. However, a closer look at CLIL contexts shows that, very frequently, these new methodologies have not been integrated in assessment. This article provides a comprehensive overview of CLIL assessment practices in the context of the CAM Bilingual Project in Spain. More specifically, by using responses from two focus groups and comparing them with prior teachers’ questionnaires, the study examines the main assessment tools content teachers use in such settings, and the role that language plays in the learning of content subjects. The research findings provide relevant insights in relation with teacher training in bilingual schools and the absence of formative assessment in the context of the study. Therefore, written exams stand out as the most common assessment tool and, furthermore, the students’ language level is taken into account in grading the subject. On the basis on these results, a set of recommendations for the teachers in Bilingual Sections of Madrid are proposed.
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.12226/2732
url http://hdl.handle.net/20.500.12226/2732
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Departamento de Idiomas
Facultad de Ciencias de la Educación
publisher.none.fl_str_mv Departamento de Idiomas
Facultad de Ciencias de la Educación
dc.source.none.fl_str_mv reponame:udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid
instname:Universidad a Distancia de Madrid (UDIMA)
instname_str Universidad a Distancia de Madrid (UDIMA)
reponame_str udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid
collection udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869405004048105472
score 15.812429

Similares en LA Referencia