Assessment in CLIL classrooms: Making the learning visible
Mark deBoer (Akita International University)
Vygotsky stated ‘The real secret of education lies in not teaching. ... Where [the teacher] is simply setting forth ready-prepared bits and pieces of knowledge, there [s/he] has ceased being a teacher’ (Vygotsky, 1997, p. 339). These bits and pieces of knowledge form the starting point of authentic assignments and should facilitate learner communication skills, build collaboration and team-work experiences, and develop learners’ cultural understanding of the world. Indeed, these assignments, being authentic (to develop cultural awareness), should have no predetermined endpoint, i.e., there is choice, creativity, and contingency, or in a sense, a competency-based ‘invisible’ pedagogical approach where the learners have agency to build knowledge. The teacher, knowing the starting point of these bits and pieces of knowledge that s/he ‘sets forth’, can observe the emergent nature of the
learners’ interaction. The learners’ communicative intentions can be observed as they classify, define, describe, evaluate, explain, explore, and report when handling subject content (Dalton-Puffer, 2016), making their learning visible. It is here in this visible area where educators can help develop the learners through assessment for learning practices. Empirical data will be used to show examples of learners’ interaction.
Authentic learning and assessment in CLIL: analysis and discussion of a primary education case study from Spain
Magdalena Custodio Espinar ( Comillas Pontifical University)
Higher order thinking skill (HOTS) development involves exploring, discussing, and meaningfully constructing concepts and relationships in the CLIL classroom. Providing students with contexts that involve real-world problems, applications and projects that are relevant to them can make their learning more motivating and hands-on. Because beyond the right-wrong answer of a multiple-choice test, there is a real world full of ambiguities more likely to be understood by applying multiple domains of knowledge than just the memory one! In addition to generating an ideal context for learning declarative (facts and concepts) and procedural content, authentic tasks facilitate the effective integration of
language in the CLIL classroom. Language genres or text types can be linked to these final products to allow the explicit teaching, learning and assessment of the language in CLIL. Finally, authentic learning boosts the assessment of students' ability to effectively use their knowledge or skills to complete a task rather than their mere understanding of the content studied. Let’s see how nine-year-old Spanish students can set up and explain their own business!!