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
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