Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes

References

• Abedi, J., and C. Lord. 2001. “The Language Factor in Mathematics Tests.” Applied Measurement in Education 14 (3): 219–234.
   Web of Science ®Google Scholar
• Abell, S. K., and M. A. Siegel. 2011. “Assessment Literacy: What Science Teachers Need to Know and be Able to Do.” In The Professional Knowledge Base of Science Teaching, edited by D. Corrigan, J. Dillon, and R. Gunstone, 205–221. Dordrecht: Springer.
   Google Scholar
• Attar, Z., E. Blom, and E. Le Pichon. 2020. “Towards More Multilingual Practices in the Mathematics Assessment of Young Refugee Students: Effects of Testing Language and Validity of Parental Assessment.” International Journal of Bilingual Education and Bilingualism, doi:10.1080/13670050.2020.1779648.
   Web of Science ®Google Scholar
• Borg, S. 2003. “Teacher Cognition In Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do.” Language Teaching 36 (2): 81–109.
   Google Scholar
• Brinton, D. M., M. A. Snow, and M. B. Wesche. 2003. Content-Based Second Language Instruction. Ann Arbor: University of Michigan Press.
   Google Scholar
• Cammarata, L., and C. Haley. 2018. “Integrated Content, Language, and Literacy Instruction in a Canadian French Immersion Context: A Professional Development Journey.” International Journal of Bilingual Education and Bilingualism 21 (3): 332–348.
   Web of Science ®Google Scholar
• Cenoz, J., F. Genesee, and D. Gorter. 2014. “Critical Analysis of CLIL: Taking Stock and Looking Forward.” Applied Linguistics 35 (3): 243–262.
   Web of Science ®Google Scholar
• Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
   Google Scholar
• DeLuca, C., D. LaPointe-McEwan, and U. Luhanga. 2016. “Approaches to Classroom Assessment Literacy: A New Instrument to Support Teacher Assessment Literacy.” Educational Assessment 21 (4): 248–266.
   Web of Science ®Google Scholar
• Earl, L. 2003. Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks: Corwin Press.
   Google Scholar
• Goris, J., E. Denessen, and L. Verhoeven. 2013. “Effects of the Content and Language Integrated Learning Approach to EFL Teaching: A Comparative Study.” Written Language & Literacy 16 (2): 186–207.
   Google Scholar
• Gorter, G., and J. Cenoz. 2017. “Language Education Policy and Multilingual Assessment.” Language and Education 31 (3): 231–248.
   Web of Science ®Google Scholar
• Hönig, I. 2010. Assessment in CLIL: Theoretical and Empirical Research. Saarbrücken. Saarbrücken: VDM Verlag Dr. Müller.
   Google Scholar
• James, M. 2008. “Assessment and Learning.” In Unlocking Assessment: Understanding for Reflection and Application, edited by S. Swaffield, 20–25. Abingdon: Routledge.
   Google Scholar
• Lam, R. 2019. “Teacher Assessment Literacy: Surveying Knowledge, Conceptions and Practices of Classroom-Based Writing Assessment in Hong Kong.” System 81: 78–89.
   Web of Science ®Google Scholar
• Leontjev, D., and M. deBoer. 2020a. “Conceptualising Assessment and Learning in the CLIL Context: An Introduction.” In Assessment and Learning in CLIL Classrooms: Approaches and Conceptualisations, edited by M. deBoer, and D. Leontjev, 1–27. Cham: Springer.
   Google Scholar
• Leontjev, D., and M. deBoer. 2020b. “Multimodal Mediational Means in Assessment of Processes: An Argument for a Hard-CLIL Approach.” International Journal of Bilingual Education and Bilingualism, doi:10.1080/13670050.2020.1754329.
   Web of Science ®Google Scholar
• Leontjev, D., T. Jakonen, and K. Skinnari. 2020. “Assessing (for) Understanding in the CLIL Classroom.” In Assessment and Learning in CLIL Classrooms: Approaches and Conceptualisations, edited by M. deBoer, and D. Leontjev, 205–228. Cham: Springer.
   Google Scholar
• Leung, C. 2009. “Second Language Teacher Professionalism.” In Cambridge Guide to Second Language Teacher Education, edited by A. Burns, and J. C. Richards, 49–58. Cambridge: Cambridge University Press.
   Google Scholar
• Leung, C. 2014. “Classroom-based Assessment: Issues for Language Teacher Education.” In Companion to Language Assessment (Vol. III), edited by A. Kunnan, 1510–1519. Hoboken, NJ: Wiley-Blackwell.
   Google Scholar
• Levi, T., and O. Inbar-Lourie. 2020. “Assessment Literacy or Language Assessment Literacy: Learning from the Teachers.” Language Assessment Quarterly 17 (2): 168–182.
   Web of Science ®Google Scholar
• Lo, Y. Y., and D. Fung. 2020. “Assessments in CLIL: The Interplay Between Cognitive and Linguistic Demands and Their Progression in Secondary Education.” International Journal of Bilingual Education and Bilingualism 23 (10): 1192–1210.
   Web of Science ®Google Scholar
• Lo, Y. Y., D. Fung, and Y. Qiu. 2021. “Assessing Content Knowledge Through L2: Mediating Role of Language of Testing on Students’ Performance.” Journal of Multilingual and Multicultural Development, doi:10.1080/01434632.2020.1854274.
   Web of Science ®Google Scholar
• Massler, U., D. Stotz, and C. Queisser. 2014. “Assessment Instruments for Primary CLIL: The Conceptualisation and Evaluation of Test Tasks.” Language Learning Journal 42 (2): 137–150.
   Google Scholar
• Mercer, N., and C. Howe. 2012. “Explaining the Dialogic Processes of Teaching and Learning: The Value of Sociocultural Theory.” Learning, Culture and Social Interaction 1 (1): 12–21.
   Web of Science ®Google Scholar
• Morton, T. 2016. “Conceptualizing and Investigating Teachers’ Knowledge for Integrating Content and Language in Content-Based Instruction.” Journal of Immersion and Content-Based Language Education 4 (2): 144–167.
   Google Scholar
• Morton, T. 2020. “Cognitive Discourse Functions: A Bridge Between Content, Literacy and Language for Teaching and Assessment in CLIL.” CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education 3 (1): 7–17.
   Google Scholar
• Morton, T., and A. Llinares. 2017. “Content and Language Integrated Learning: Type of Programme or Pedagogical Model?” In Applied Linguistics Perspectives on CLIL, edited by A. Llinares, and T. Morton, 1–16. Amsterdam: John Benjamins.
   Google Scholar
• Otto, A. 2018. “Assessing Language in CLIL: A Review of the Literature Towards a Functional Model.” LACLIL 11 (2): 308–325.
   Web of Science ®Google Scholar
• Otto, A., and J. L. Estrada. 2019. “Towards an Understanding of CLIL in a European Context: Main Assessment Tools and the Role of Language in Content Subjects.” CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education 2 (1): 31–42.
   Google Scholar
• Quartapelle, F. 2012. Assessment and Evaluation in CLIL. www.aeclil.altervista.org.
   Google Scholar
• Shaw, S. 2020. “Achieving in Content Through Language: Towards a CEFR Descriptor Scale for Academic Language Proficiency.” In Assessment and Learning in CLIL Classrooms: Approaches and Conceptualisations, edited by M. deBoer, and D. Leontjev, 29–56. Cham, Switzerland: Springer.
   Google Scholar
• Shepard, L. A. 2019. “Classroom Assessment to Support Teaching and Learning.” The ANNALS of the American Academy of Political and Social Science 683 (1): 183–200.
   Web of Science ®Google Scholar
• Shohamy, E. 2011. “Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies.” The Modern Language Journal 95 (3): 418–429.
   Web of Science ®Google Scholar
• Skinnari, K., and E. Bovellan. 2016. “CLIL Teachers’ Beliefs About Integration and About Their Professional Roles: Perspectives from a European Context.” In Conceptualising Integration in CLIL and Multilingual Education, edited by T. Nikula, E. Dafouz, P. Moore, and U. Smit, 145–167. Multilingual Matters.
   Google Scholar
• Snow, M. A., M. Met, and F. Genesee. 1989. “A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction.” TESOL Quarterly 23 (2): 201–217.
   Web of Science ®Google Scholar
• Stiggins, R. J. 1995. “Assessment Literacy for the 21st Century.” Phi Delta Kappan 77 (3): 238–245.
   Web of Science ®Google Scholar
• Xavier, A. 2020. “Assessment for Learning in Bilingual Education/CLIL: A Learning-Oriented Approach to Assessing English Language Skills and Curriculum Content in Portuguese Primary Schools.” In Assessment and Learning in CLIL Classrooms: Approaches and Conceptualisations, edited by M. deBoer, and D. Leontjev, 109–136. Cham, Switzerland: Springer.
   Google Scholar
• Xu, Y., and G. T. L. Brown. 2016. “Teacher Assessment Literacy in Practice: A Reconceptualization.” Teaching and Teacher Education 58: 149–162.
   Web of Science ®Google Scholar