Abstract
Content and language integrated learning (hereinafter, CLIL) has consolidated as a competence-based educational approach in which an additional language is used for the learning and teaching of content and language. However, assessment in CLIL is still a controversial topic mainly due to the duality between the content and the language, which makes it difficult to decide on the weight given to the language, and the lack of teacher training in this respect. Other factors which might explain this scarcity of research are the variety of contexts in which CLIL is displayed, the different subjects taught through this approach, and the varied language and educational levels where it is implemented. This chapter has been conceived to be of practical value to classroom teachers, administrators, and teacher educators as it aims to answer the most common questions about assessment in CLIL programs by addressing linguistic and pedagogical challenges.
TopIn general, assessment in Europe is conceived as continuous, formative, integrative, differentiated and competence-based. Continuous assessment dates back from the early nineties, while formative assessment has been present in most educational systems since the late nineties. In the Spanish regulations, for instance, the attempts to consider assessment from the perspective of formative assessment, originated with the LOE,1 and more recently new regulations such as the LOMCE and the LOMLOE have given prominence to the integrative and differentiated characteristics of assessment in education. Perhaps the novelty lies in the emphasis given to competences, which was of course present in other educational realities but not that much in terms of assessment. This competence-based approach is naturally aligned with the nature of CLIL and integrative and integrated syllabuses as it focuses on the students’ abilities as related to higher order thinking which are paramount in CLIL. In fact, the focus on learners’ cognition is thought to have a positive impact on the integration of content and language (Reitbauer et al, 2018), and act as a bridge for content, literacy and language for teaching and also for assessment (Morton, 2020).
More specifically, according to Genessee and Hamayan (2016, p. 199) CLIL assessment needs to be conceived by taking into account the following main features:
Key Terms in this Chapter
Scaffolding: A key concept in current educational theories, and one of the main tenets in CLIL. Scaffolding is related to Vygotsky’s theories on the zone of proximal development which refers to the distance between the learner's actual level of development, as determined by his or her ability to solve a problem on his or her own and the level of potential development that the learner can achieve if assisted by an adult or in interaction with a more capable peer. Scaffolding therefore refers to those structures, activities or support strategies that the teacher provides for the learner to build knowledge, and facilitating and providing support to those learners who need it to achieve the learning objective.
Competence-Based Learning: A pedagogical model which focuses on the competencies acquired by the student, on their specific needs and motivations, at the same time that it enhances their autonomy and responsibility. This model allows the student to recognize his/her own abilities and aptitudes while being helped by the teacher who, in turn, has the role of a tutor who accompanies the student in the achievement of her/his objectives.
Summative Assessment: Also referred to as “assessment of learning”, this is conceived as an assessment which is conducted at the end of the learning process, and therefore, measuring what students have learned or are able to do. It is often used as a counterpart to formative assessment although summative assessments can also be used in a formative way.
Portfolio: A compilation of students’ work, projects and accomplishments using different formats in which the student shows her/his knowledge and understanding of the subject over a specific period of time.
Formative Assessment: Also called, “assessment for learning”, this is conceived as an assessment which is conducted continuously to verify the learning process, inform both the teacher and students about their progress, and therefore, to change the aspects which are subject to improvement. It is often used as a counterpart of summative assessment.
Content and Language Integrated Learning: Also known as CLIL, is an educational approach in which an additional language is used as the vehicle of instruction to teach content subjects other than students’ L1 and its literature. Although it originated in Europe and initially was applied to primary and secondary education, it has already evolved into an international model which is currently implemented in pre-primary and vocational schools in some contexts.
Learning Journal: An assessment tool students can use to assess their own learning process while they express through journal entries everything learned about the subjects, contents or projects that they are doing in the classroom. It can take the form of a traditional printed journal or can also be completed online.