Presentation

“Evaluation and Assessment” has a two-fold objective. Firstly, internal evaluation or assessment deals with the process of assessment in CLIL, which is considered as an indispensable part of instruction and not coming just after instruction. Secondly, evaluation of bilingual programs refers to the urgent need now for more rigorous and regular monitoring of CLIL programs.

After an introductory unit in which we will define both evaluation and assessment and highlight the importance of both aspects in educational systems, we will turn to the topic of assessment. To start with, it is necessary to consider the need for changing assessment practice in today’s education so that it conforms to the principles of formative assessment or assessment for learning (AfL) and the concept of life-long learning. Other important issues in this first part are the challenges in CLIL assessment such as the roles of language in CLIL, quality standards for assessment and the use of authentic assessment tools. In this sense, special attention will be paid to the use of the European Language Portfolio (ELP) and the use of rubrics as instruments which meet the goal of integrating both content and language objectives.

As for evaluation, this second part will explore the types of evidence that should be produced during an evaluation of the impact of a CLIL program. For that purpose, and with the help of some case studies, we will firstly review the scope of earlier evaluations of bilingual immersion programs, which have focused mainly on programs’ effect on learners’ linguistic rather than content progression. Then, we will offer a template for future evaluations in order to ensure a sufficient evidence-base to make secure judgments.
The activities in this final subject have been conceived to reflect on and apply the theoretical and practical contents from previous subjects so as to be able to assess students’ outcomes in an effective way, and to evaluate bilingual programs in terms of both students’ language and content progression.

Competences

Basic Competences

• BC6. Achieve and understand the knowledge that provides a base and an opportunity to be original in the development and implementation of the ideas, often in a research context.
• BC7. That the students are able to apply the knowledge acquired and their ability to solve the problems in new or not very well known environments among wider contexts (or multidisciplinary) related to their field of study.
• BC8. That the students are able to integrate knowledge and face the complexity of judging from an information, that being incomplete or limited, includes reflections about the social and ethic responsibilities linked to the application of their knowledge and judgements.
• BC9. That the students know how to communicate their conclusions and knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unequivocal way.
• BC10. That the students have the abilities to learn that allow them to continue studying in such a way that will be self-directed or self-sufficient.

General Competences

• GC1. Know the specific problems of teaching in a foreign language both linguistically and culturally, in an environment of bilingual education.
• GC2. Develop skills to promote an atmosphere that ease learning and interaction among students.
• GC3. Transmit social and cultural values in accordance with the multilingual and multicultural context.
• GC5. Understand the effectiveness and necessity of promoting the integrated teaching of a foreign language and the own contents of the non-linguistic discipline.
• GC6. Analyze critically the performance of teaching work and good practices using assessment models and quality indicators.
• GC7. Understand and reflect on the impact of ICT on the society and culture of students.
• GC8. Be competent users of L2 in all the skills necessary for teaching.

Specific Competences

• SC1. Teach a non-linguistic subject in their area of expertise through English.
• SC6. Assess the linguistic and non-linguistic content in bilingual education.
• SC7. Add new teaching strategies and new information technologies to bilingual education for the design of new learning environments in the classroom.
• SC10. Know the planning and evaluation tools in an integrated teaching/learning.

Transversal Competences

• TC1. Analyze reflexively and criticize the most important issues of today's society for a coherent decision-making.
• TC2. Identify new technologies as teaching tools for communication exchange in the development of processes of investigation and group learning.
• TC3. Apply the knowledge and skills acquired by the studies to real cases and in an environment of workgroups in companies or organizations.
• TC4. Acquire the ability to work independently, promoting the organization and encouraging independent learning.

Program

Unit 1. Assessment and Evaluation
Defining assessment and evaluation
The importance of assessment and evaluation in educational systems

Unit 2. Changing Assessment Practice
The need to change assessment practice
Assessment for Learning or Formative Assessment
Bibliographical references

Unit 3. Main Issues in CLIL Assessment
The challenges in CLIL assessment
Quality standards for assessment
Authentic assessment
Bibliographical references

Unit 4. Alternative assessment tools
Recommended CLIL assessment methods
Self-assessment and other alternative assessment tools
Self-assessment of language proficiency: assessment of written tasks
Bibliographical references

Unit 5 Using the Portfolio
Why assessing with Portfolios?
Using the Portfolio as an example of authentic and alternative assessment. E-portfolios to rescue!
Bibliographical references

Unit 6. The roles of language in CLIL
The roles of language in CLIL
Assessment in CLIL. Höning’s case study
Monitoring language skills in Austrian primary schools. Zangl’s case study
Bibliographical references

Unit 7. Using Rubrics for CLIL Assessment
What is a rubric and types of rubrics
Some practical examples: Marzano’s rubrics for both oral and written tasks.
Bibliographical references

Unit 8. CLIL Evaluation
What do we mean by evaluation in CLIL?
A template to evaluate CLIL programs
Bibliographical references

Unit 9. CLIL Evaluation in the Netherlands
Standards for assessing students’ language proficiency
Evaluation of bilingual Secondary Education in the Netherlands

Unit 10. Bilingual Educational Project in Spain (BEP) Evaluation
An introduction to BEP
Classroom performance and effective practice
Students’ attainments

Unit 11. CLIL Education in the Basque Country: main features and technical aspects
Main features
Technical aspects

Unit 12. CLIL Education in the Basque Country: results by competences and main conclusions
Results by competences
Main conclusions

Methodology

The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

• Assignments.In your weekly program you will see the different kind of tasks designed for the course such as practice cases, research, critical thinking and, also, you will find information about how to complete them and when to send them to your teacher.
• Participation in events. During the course you will be participating in different events. Some of those events are attendance to online classes, forums, self-evaluation tests.

In the weekly program you can find the specific tasks you need to complete in this subject.

These activities are combined with the following aspects:

• Personal Study
• Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject.  Due to the very nature of the media used, there are no fixed schedules for the students.
• Mandatory on-site final exam

The hours dedicated to each activity are detailed as follows:

Bibliography

Basic bibliography

Unit 1

• Jaggarifar, T. (2009). The Importance of Assessment and Evaluation in Educational Systems. In Proceedings of the 2nd International Conference of Teaching and Learning (ICTL, 2009) INTI University College, Malaysia. Retrieved from: https://my.laureate.net/Faculty/docs/Faculty%20Documents/INTI%20Conferences/Parallel%20Sessions%204/4C/4C-03-P142%20(Iran).pdf

Unit 3

• Järvinen, H. (2009). Assessment in CLIL. In Author, Handbook: Language in Content Instruction (pp. 108-118). University of Turku: Socrates Education and Culture. Retrieved from: https://www.yumpu.com/en/document/view/17817415/language-in-content-instruction-lici-project

Unit 4

• Short, D. (1993). Assessing Integrated Language and Content Instruction. TESOL Quarterly 27(4), 627-656. Available at the virtual campus with a CEDRO license.

• Díaz-Cobo, A. (2012). Assessment Instruments for CLIL Written Production Tasks. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J. Frigols-Martin, S. Hughes & G. Langé, CLIL Practice: Perspectives from the Field (pp. 139-148). Retrieved from http://www.icpj.eu/?id=18

Unit 5

• Mehisto, P., Marsh, D., & Frigols, M.J. (2009). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education (pp.123-132). Oxford: MacMillan. Available at the virtual campus with a CEDRO license.

Unit 6

• Höning, I. (2009). Assessment in CLIL- a case study (pp. 73-99). [Master’s dissertation] Universität Wien. Retrieved from: http://othes.univie.ac.at/7976/

• Hönig, I. (2012). Assessment in CLIL: a Case Study. Viewz. Current research in CLIL 3 [special issue] 19 (3), 34-41. Retrieved from: http://anglistik.univie.ac.at/fileadmin/user_upload/dep_anglist/weitere_Uploads/Views/views1903CLILspecial.pdf

• Zangl, R. (2000-04). Monitoring Language Skills in Austrian Primary (Elementary) Schools: A Case Study. Language Testing, 17(2), 250-260. Doi: 10.1177/026553220001700208. Available at UNIR Virtual Library.

Unit 7

• Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment. Research & Evaluation, 7(25). Retrieved from: http://pareonline.net/getvn.asp?v=7&n=25

• Lifelong Learning Program (2011) CLIL Assessment. Template for Analytic Rubrics. Assessment Grid for a Written Test. CLIL/EMILE Project. Retrieved from http://aeclil.altervista.org/Sito/wp-content/uploads/2012/11/Grid-for-written-tests.pdf

• Marzano, R. (2012). Providing Clear Learning Goals and Scales (Rubrics). Single School Culture for Academics. Palm Beach Country. Retrieved from http://www.palmbeachschools.org/academics/documents/DQElement1PacketforTeachers.pdf

Unit 8

• European Commission (2006). Content and Language Integrated Learning (CLIL) at School in Europe (pp. 29-31). Retrieved from: http://bookshop.europa.eu/en/content-and-language-integrated-learning-clic-at-school-in-europe-pbNCX106001/

• Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (pp. 8-38). Washington, DC: Center for Applied Linguistics. Retrieved from: http://www.cal.org/twi/pdfs/guiding-principles.pdf  

Unit 9.

• QCA (Qualifications and Curriculum Authority) (2000). A Language in Common: Assessing English as an Additional Language (pp. 7-11). Retrieved from: http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/1847210732.pdf

• Admiraal, W., Westhoff, G., & de Bot, K. (2006). Evaluation of Bilingual Secondary Education in the Netherlands: Students’ Language Proficiency in English. Educational Research and Evaluation, 12 (1), 75- 93. Available at the virtual campus with a CEDRO license.

Unit 10

• Dobson, A., Pérez Murillo, M.D & Johnstone, R. (201o) Bilingual Education Project in Spain. Evaluation Report (pp. 23-35). The British Council. Retrieved from: http://www.britishcouncil.es/sites/britishcouncil.es/files/bilingual-education-project-spain-evaluation-report-en.pdf  

Unit 11.

• ISEI-IVEI (2014). Informe ejecutivo. Evaluación del proceso de experimentación del Marco de Educación Trilingüe (MET) (pp. 6-23). Departamento de educación, política lingüística y cultura. Gobierno Vasco. Retrieved from: http://www.isei-ivei.net/cast/pub/MET/MET_2014_informe_ejecutivo.pdf

Unit 12

• ISEI-IVEI (2014). Informe ejecutivo. Evaluación del proceso de experimentación del Marco de Educación Trilingüe (MET) (pp. 25-55; 69-72). Departamento de educación, política lingüística y cultura. Gobierno Vasco. Retrieved from: http://www.isei-ivei.net/cast/pub/MET/MET_2014_informe_ejecutivo.pdf

* This work is protected by copyright and its reproduction and public communication, in the available modality, have been authorized by CEDRO. It is forbidden its subsequent reproduction, distribution and public communication in any form or by any means, except one printed reproduction by each authorized user.

Additional bibliography

Stobart, G. (2015). Changing Assessment Practice. Retrieved from http://www.udir.no/PageFiles/56712/1%20samling/Gordon%20Stobart%20-%20Changing%20Assessment%20Practice.pdf   

Mueller J., (n.d.). Authentic assessment toolbox. Retrieved from: http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm#authentic

Belanof, P., & Elbow, P. (1986). Using Portfolios to Increase Collaboration and Community in a Writing Program. WPA: Writing Program Administration, 9, (3). Retrieved from: http://wpacouncil.org/archives/09n3/09n3belanoff.pdf

Hertz, M. B. (n.d.) Using e-portfolios in the Classroom. Retrieved from: http://www.edutopia.org/blog/e-portfolios-in-the-classroom-mary-beth-hertz

Llinares, A., Morton, T., & Whittaker, R. (2012). The Role of Language in Assessment in CLIL. In Authors, The Roles of Language In CLIL. Cambridge Scholar Publishing.

Megías Rosa, M. (2012). Formación, Integración y Colaboración: Palabras clave de CLIL. Una Charla con María Jesús Frigols. Encuentro 21,3-14.

Mohan et al. (2010). Assessing Language and Content: A Functional Perspective. In Paran, A. and Sercu, L. (ed.) Testing the Unstestable in Language Education (pp. 217-40). Bristol: Multilingual Matters.

Foran, D. (2012). Rubrics for Formative Assessment. Lecture presented at the CIEB Congress. Madrid.

Evaluation and Assessment

The evaluation system is based on the following numerical chart:

The grade is made up of two components:

On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject. 

Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

• Active participation and involvement in forums, online classes.
• Tasks. The completion of the different activities the students need to send through our virtual classroom such as research, critical thinking, practice cases.
• Self-evaluation tests. At the end of each unit, students will find a short quiz which will help the students to check the knowledge acquired during the course.

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can fulfil as many as you want to a maximun of 4 points (which is the max. grade that you could acomplish in the continuous assessment). In the weekly program, you can find the grade of each assignment.

Professor

Magdalena Custodio Espinar

Education: BA in Education with a spezialization in Teaching English as a Second Language. MA in Teaching Spanish as a Foreign Language.

Professional experience: Teacher at a primary-school level. She also collaborates in innovation programmes.

Lines of research: Teaching methodology. CLIL.

Tips

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week.
3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit. .
5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
6. We strongly recommend you to participate in the Events of the course (online classes, forums….). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.