CLIL Assessment PDF

Assessment in CLIL Course instructor: Kymbat SMAKOVA, Ph.D Assessment Evaluation  Evaluation Assessment is all about gathering information. This information can be about: Knowledge: What facts or concepts do they understand? Skills...

Assessment in CLIL Course instructor: Kymbat SMAKOVA, Ph.D Assessment Evaluation  Evaluation Assessment is all about gathering information. This information can be about: Knowledge: What facts or concepts do they understand? Skills: Can they perform a specific task or apply their knowledge? Performance: How well are they doing overall? We use different tools for assessment, like tests, quizzes, projects, observations. Assessment is a systematic process of collecting, reviewing, and using information to measure an individual's knowledge, skills, attitudes, and performance. The primary purpose of assessment is to gain insights into learners' progress and identify areas of strength and areas needing improvement. The key difference between assessment and evaluation: assessment is about gathering data, while evaluation is about using that data to make a judgment. Evaluation helps us answer questions like: Are students meeting the learning objectives? Is this training program actually improving skills? Is this new curriculum effective for our target audience? By analyzing the assessment data, evaluation helps us understand how well something is working and improve our instructional strategies. Evaluation is the methodical examination of the data collected through various assessments to determine the value, effectiveness, or quality of a program, project, or individual's performance. It involves making informed decisions based on established criteria and standards. The primary goal of evaluation is to provide comprehensive feedback that can be used to enhance and improve future outcomes. How do Assessment and Evaluation work together? Throughout the unit (let's say it's on composition), you use quizzes, in-class exercises, and paper critiques (i.e., different types of assessments) to gauge your students' understanding of different compositional techniques. evaluation: Analyzing the data: You analyze the quizzes, exercises, and critiques to see if, overall, students are grasping the key concepts of composition. Making judgments: Based on the analysis, you might find that some students struggle with the rule of thirds, while others excel at leading lines. This is your evaluation – a judgment about their learning based on the assessment data. Taking action: Now comes the important part! With this evaluation, you can take targeted actions to improve learning. You might provide additional resources for students struggling with the rule of thirds, or offer bonus challenges for those who mastered leading lines. This is the essence of how assessment and evaluation work together. Assessment provides the raw data, and evaluation helps us interpret and use that data to make informed decisions. They're not separate steps, but rather a continuous cycle that fuels effective learning and improvement. Assessment identifies the "what": It tells you what your students know or can do at a particular point. Evaluation identifies the "so what": It uses that information to understand what's working, what's not, and where to go from there. The key characteristics of Assessment are: Focus: Collecting detailed data on specific areas of performance.  Tools: Utilizing a variety of instruments such as tests, quizzes, projects, observations, and informal conversations. Nature: Often formative, used continuously to monitor progress and adjust teaching methods accordingly. Frequency: Conducted regularly throughout the learning process. The key characteristics of Evaluation are: Focus: Analyzing and interpreting the collected data to make judgments about overall effectiveness. Tools: Using assessment data along with other sources like surveys, performance metrics, and observational studies. Nature: Often summative, conducted at the end of a program or project to determine outcomes and impact. Frequency: Typically conducted at key milestones or the conclusion of a learning cycle. Assessment asjvjhl Short quizzes: The teacher administers a short quiz with various equation-solving problems. This gathers data on individual student understanding of the key steps involved in solving linear equations. Analyzing quiz results: Reviewing the quizzes reveals if a majority of students can solve basic equations correctly. However, the teacher might notice a consistent error in solving for negative coefficients. Exit ticket insights: Examining the exit ticket responses might show some students struggle to identify the first step, indicating a need for additional explanation. Exit tickets: At the end of the lesson, students answer a quick question on an "exit ticket." This might be something like, "Explain the first step in solving the equation: 2x + 5 = 11." This provides additional insight into students' grasp of specific concepts. In-class activities: During group work or independent practice, the teacher observes students as they solve equations. This allows for immediate assessment of problem-solving techniques and identification of any common errors. Observations during practice: Observing students during in-class activities allows the teacher to see how they approach more complex problems. This might reveal a need for further practice with specific types of equations. Types of assessment Formative Summative Diagnostic Performance Different Types of Assessments for Teachers 1. Formative Assessment: This ongoing assessment happens throughout the learning process. It's like checking in with your plant regularly to see how it's doing. Here are some common formative assessment techniques: Class discussions: Encouraging student participation and discussion reveals understanding and identifies areas needing clarification. Exit tickets: Quick questions at the end of a lesson provide a snapshot of student learning and can guide adjustments for the next session. Observations: Watching students work on tasks or projects allows you to identify areas where they excel or struggle. Homework assignments: Can be used to assess understanding of concepts practiced in class and identify areas that need more attention. Self-assessments: Encourage students to reflect on their own learning and identify their strengths and weaknesses. Formative assessment is ongoing assessment to gain an information of what students’ need to improve and what teachers’ have to adjust toward their teaching and learning. It is process-oriented which generally conducted during the learning process in the classroom. Formative: ongoing, to improve learning Process-oriented: how learning is going Diagnostic: identifies areas for improvement 2. Summative Assessment This type of assessment happens at the end of a unit, program, or learning experience. It's like evaluating the overall health of your plant after some time. Here are some examples: Tests and quizzes: Measure students' mastery of specific knowledge or skills covered in a unit. Final projects: Allow students to demonstrate their understanding and application of learned concepts in a culminating task. Presentations: Students can showcase their learning and communication skills through presentations. Essays and research papers: Assess students' ability to analyze information, synthesize ideas, and communicate effectively in writing. Summative assessment is conducted in the end of learning to get information of what the students has achieved in particular period of time (product oriented). The students awarded with a mark for specific learning objectives through written/oral tests, students’ projects individually or in group, or essays related to specific learning objectives during the semester that tested in the end of semester or the school year (jugemental goal). Summative: final, to gauge quality Product-oriented: what has been learned Judgemental: arrive at an overall grade/score 3. Diagnostic Assessment This assessment happens before instruction to identify what students already know and what they might need more support with. It's like checking the soil before planting to see if it needs amendments. Here are some examples: Pre-tests: Short quizzes administered before a new unit to gauge students' prior knowledge of relevant concepts. Placement tests: Used to determine a student's current skill level and place them in an appropriate learning group or program. KWL charts (What I Know, What I Want to Learn): Students reflect on their existing knowledge and learning goals, informing instructional planning. 4. Performance Assessment This type of assessment focuses on evaluating skills through practical tasks. It's like checking if your plant can actually produce flowers or fruit. Lab experiments: Students apply scientific concepts to conduct experiments and analyze results. Simulations: Participants engage in realistic scenarios to demonstrate their decision-making and problem-solving skills. Portfolios: A collection of student work over time that showcases progress and skill development. Evaluation Tools 1. Student Surveys Purpose: Gather feedback from students about their learning experiences, classroom environment, and teacher effectiveness. Characteristics: Surveys typically include questions about instructional methods, clarity of explanations, engagement levels, and overall satisfaction. Advantages: Provides valuable insights into student perceptions and attitudes towards learning, helping teachers identify areas for improvement. Example: Administering end-of-semester surveys to gather feedback on the effectiveness of teaching strategies and course materials. 2. Peer Observations  Purpose: Allow colleagues to observe and provide feedback on teaching practices and classroom interactions. Characteristics: Observers may use structured rubrics or checklists to assess teaching effectiveness, student engagement, and classroom management. Advantages: Offers an external perspective on teaching practices, promotes collaboration and professional growth among educators. Example: Teachers pair up to observe each other's classes and provide constructive feedback on instructional techniques and student interactions. 3. Self-Reflection and Professional Development Plans  Purpose: Encourage teachers to reflect on their teaching practices, set goals for professional growth, and track progress over time. Characteristics: Teachers engage in self-assessment activities, such as journaling, goal-setting exercises, and action plans for improvement. Advantages: Fosters a culture of continuous improvement, empowers teachers to take ownership of their professional development. Example: Teachers participate in regular self-reflection sessions, where they analyze classroom experiences, identify strengths and areas for growth, and develop action plans to enhance their teaching practices. 4. Student Achievement Data Analysis  Purpose: Analyze student performance data to assess the effectiveness of instructional strategies and curriculum implementation. Characteristics: Teachers examine student assessment results, identify trends and patterns, and make data-driven decisions to improve teaching and learning outcomes. Advantages: Provides evidence of student progress and learning gains, informs instructional decision-making, and helps tailor interventions to meet individual student needs. Example: Teachers review standardized test scores, formative assessment results, and other student performance data to evaluate the impact of teaching practices and identify areas for improvement. To compare students with each other To see if students meet a particular standard To help the students’ learning To check efficiency of teaching programme Principles of assessment Validity Reliability Authenticity A valid test - measures exactly what it proposes to measure does not measure irrelevant variables relies as much as possible on empirical evidence involves performance that samples the test’s criterion (objective) offers useful, meaningful information about a test-taker’s ability is supported by a theoretical rationale or argument A reliable test-  isconsistent in its conditions across two or more administrations gives clear directions for scoring/evaluation has uniform rubrics for scoring/ evaluation contains items/tasks that are unambiguous to the test-takers An authentic test -  contains language that is as natural as possible has items that are contextualized rather than isolated includes meaningful, relevant, interesting topics provides some thematic organisation to items offers tasks that replicate real-world tasks What do we mean by assessment in CLIL? What do we assess, content or language? What tools can we use for assessment? Who assesses? How do we assess? What is the role of standard examination systems? Is there a role for the CEFR? What do we mean by assessment in CLIL? CLIL assessment needs to account for the goal and objectives of two different subjects, including knowledge, competences, skills, attitudes and discourse practices, for both language and content. What do we assess, content or language? Both, but language in context. What tools can we use for assessment? Portfolios, Diaries, Rubrics, Tasks, Exams... Who assesses? Learners should be involved into self and peer-assessment. How do we assess? Informal, formal and self assessment. What is the role of standard examination systems? They give us these benefits: Standard of comparison. A degree of quality A principle of honesty and integrity. Is there a role for the CEFR? CEFR makes easier for practitioners to tell each other and their clientele what they wish to help learners to achieve, and how they attempt to do so. Discrete Assessment A discrete assessment evaluates specific, isolated skills or knowledge areas, usually focusing on a single competency or task rather than an integrated or holistic skill set. Characteristics of Discrete Assessment Targeted Skills: Measures discrete skills, such as grammar points, vocabulary, or specific content knowledge. Objective: Typically has clear right or wrong answers, allowing for easier and more objective grading. Format: Often in the form of multiple-choice questions, short answers, or fill-in-the-blanks, where each question assesses only one aspect of knowledge or skill. Purpose: Used to identify specific areas where a student may need support or further instruction. In a CLIL setting, discrete assessments may test language proficiency or subject knowledge separately, helping teachers pinpoint where students might struggle. Examples include: Language-focused discrete assessments: Quizzes on vocabulary specific to the subject being taught, grammar exercises, or listening tasks. Content-focused discrete assessments: Short tests on factual knowledge of the subject area, such as science terms, historical dates, or math formulas. Integrated assessment is an approach that evaluates multiple competencies simultaneously, often within a single, holistic task. Integrated assessment allows students to demonstrate their ability to apply various knowledge areas and skills in real-world or context-rich scenarios. This approach is often used to assess both language proficiency and subject content knowledge together, making it particularly relevant in contexts like Content and Language Integrated Learning (CLIL). Characteristics of Integrated Assessment Combination of Skills: Assesses multiple skills or areas of knowledge, often combining subject content and language use. Authentic Context: Tasks are typically designed to resemble real-life scenarios, encouraging students to demonstrate practical application. Complexity and Depth: Involves more complex, open-ended tasks, which can include projects, presentations, written reports, or collaborative work. Holistic Evaluation: Rather than grading individual components separately, integrated assessments consider the overall performance, looking at how effectively students can synthesize and apply their knowledge and skills. Examples in CLIL In a CLIL setting, integrated assessments can be especially useful as they allow teachers to assess students’ mastery of both subject matter and language proficiency within the same activity. Examples include: Research Projects: Students research a topic in the target language and present findings, showing both content understanding and language skills. Presentations or Debates: Students are asked to present or argue a topic, combining language use with subject knowledge. Experiments and Reports: In a science CLIL class, students might conduct an experiment and then write a lab report, demonstrating knowledge of scientific principles as well as writing skills in the target language. 1. Impact of Language Proficiency on Content Assessment (Why do you think language plays such a significant role in CLIL assessments? 2. How do you think the balance between content knowledge and language skills should be maintained in CLIL assessment 3. Integrated vs. Separate Assessment of Language and Content 4. Do you believe students’ scores in a CLIL subject always reflect their true understanding of the content? Why or why not? 5. What strategies do you think could help improve the fairness of assessments in CLIL? 6. How do you think formative assessment can support both language and content learning in a CLIL environment? 7. In what ways can teachers better assess language skills without overshadowing content knowledge in CLIL? For further reading: Rohmah, I. I. T. (2022). CLIL Assessment: what every CLIL teachers should know. References: Rohmah, I. I. T. (2022). CLIL Assessment: what every CLIL teachers should know.