Assessment

The role of context

Asturias

Feb, 2009Keith Kelly

www.factworld.info

Embedded context

BICS and CALP

Activity Description

The teacher asked the pupils to investigate

the relationship between the size of a jar in

which a candle burns and the length of time

for which it burns. The pupils then analysed

their results and explained them using

scientific knowledge. They evaluated their

methods and suggested improvements.

What language?

• List the language features of the task you just discussed.

AssessmentLevel 5 … When the investigation involves a fair test, they identify key factors to be considered. Where appropriate, they make predictions based on their scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it effectively. They make a series of observations, comparisons or measurements with precision appropriate to the task. They begin to repeat observations and measurements and to offer simple explanations for any differences they encounter. They record observations and measurements systematically and, where appropriate, present data as line graphs. They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding. They make practical suggestions about how their working methods could be improved. They use appropriate scientific language and conventions to communicate quantitative and qualitative data.

AssessmentLevel 5 … When the investigation involves a fair test, they identify key factors to be considered. Where appropriate, they make predictions based on their scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it effectively. They make a series of observations, comparisons or measurements with precision appropriate to the task. They begin to repeat observations and measurements and to offer simple explanations for any differences they encounter. They record observations and measurements systematically and, where appropriate, present data as line graphs. They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding. They make practical suggestions about how their working methods could be improved. They use appropriate scientific language and conventions to communicate quantitative and qualitative data.

Sample Work 1

Sample Work 2

CLIL Assessment Approaches

• Content and CEF (Example 1)

• General content and language descriptors

(Example 2)

• Ongoing data collection (Example 3-5)

• Peer evaluation (Example 6)

Content and CEF

General content and languagedescriptors

Ongoing data collection 1

Ongoing data collection 2

Ongoing data collection 3

Gibbons on assessment

• Asking questions to guide assessment

Scaffolding Language Scaffolding Learning, Heinemann, 2002

Peer assessment

CLIL Assessment Processes

• Does the course teach mainly:– Subject knowledge?– Language ability?– Both?

• Does the course teach mainly: – Listening / reading?– Speaking / writing

Assess what course aims to teach

Assess the riskHigh risk: Speaking: long/short responses Medium risk Writing: long/short responses Medium low risk: Reading/listening:

Multiple choiceTrue/falseMatchingSequencingetc

Low risk: Visual/symbolic responseslabel a diagram/graph/mapuse mathematical symbols

Profiling

• Assess several times over a period, formally or informally

• Use a set of subject/language knowledge statements

Portfolio

• Assess over a period of time using a collection of varied responses (e.g. test results, visuals, texts, oral responses, self-assessments, etc)

Self-assessment

• Use a set of ‘know/can do’ statements (subject or language knowledge)

Band scales for grading

• Assess using a scale showing degrees of subject/language knowledge

Snowflake

Perfect and symmetrical

Diamond

Perfect but asymmetrical

Asymmetrical development