Towards an Understanding of CLIL Assessment Practices in a European Context
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...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:203250 |
| Acceso en línea: | https://ddd.uab.cat/record/203250 https://dx.doi.org/urn:doi:10.5565/rev/clil.11 |
| Access Level: | acceso abierto |
| Palabra clave: | CLIL Assessment Focus group CAM Bilingual Project AICLE Avaluació Focus groups Programa Bilingüe de la Comunidad de Madrid Evaluación |
| Sumario: | 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 Program 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. |
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