Assessment instruments for primary CLIL: the conceptualisation and evaluation of test tasks

Abstract

This article explores ways in which learners' achievements can be assessed and reflected in both the domains of linguistic performance and subject-content learning. The content and language integrated learning (CLIL) approach adopted by the authors is one in which language learning and content learning are truly integrated and where neither dominates the other. Due to the dual focus on language and content, CLIL assessment needs to account for the goals and objectives of two different subjects, including knowledge, competences, skills, attitudes and discourse practices, for both language and content. The CLILA project (CLIL Learner Assessment) has developed an enquiry and assessment tool to measure primary school pupils' content and foreign language ability in CLIL lessons. The tool is based on: (1) the Common European Framework of Reference and the lingualevel model; (2) the description of competences in the subject content areas; and (3) the curricula of the subjects involved with their thematic categories. With the help of CLIL teachers, descriptors, evaluation scales and examples of assessment tasks were developed and tested in several classrooms. The article outlines the theoretical background of the assessment tool and reports on the development and improvement of the assessment materials during the trial phase.

Funding

This work was supported by Internationale Bodenseehochschule [grant number 549-10].

Notes

1. In German, the terms Sachunterricht or Mensch, Natur und Kultur or Mensch und Umwelt are routinely used for school subjects comprising science which at primary level includes history and social studies.

2. The two-year German-Swiss project (2010–2012) was led by Ute Massler and Daniel Stotz. Members of the research team were: Michael Ewig, Claudia Queisser, Seraina Rehm, Marisa Rimmele and Yvonne Schleicher (http://www.ph-weingarten.de/clila-forschungsprojekt/). The project was funded by the Internationale Bodenseehochschule (www.bodenseehochschule.org).

3. The project was carried out in the Swiss cantons of Zürich and Zug as well as in the German state of Baden-Württemberg. In Germany, primary school comprises Grades 1 to 4 and in Switzerland Grades 1 to 6. English as a first foreign language is normally taught from Grade 1 in Baden-Württemberg, from Grade 2 in Zürich and from Grade 3 in Zug.

4. Only German teachers were asked this question as for Swiss teachers the question whether the assessment accounts for the content or the language subject does not arise.

5. While (basic) competence standards such as those adopted in the Swiss education system (EDK-CDIP 2011) focus on aspects of the ability to act (‘Handlungsaspekte’), the notion of scientific literacy distinguishes between the three dimensions of knowing, understanding and applying/assessing.

6. The Elementa Day School is a private German-language primary school, where pupils receive three lessons per week of CLIL-type instruction from Grade 1 on. There are three bilingual pupils in the class with English as their dominant language. They were given a more demanding version of the tasks.

7. In the class trial, a teaching assistant assessed the communicative and linguistic aspects, while the teacher concentrated on the content. In order to facilitate assessment, conversations should be recorded and assessed afterwards.

Indicative examples of completed assessment sheets and grids can be obtained from the corresponding author.