|Subject Name:||Evaluation and Assessment|
|Study:||Máster Universitario en Educación Bilingüe|
|Year and four month period:||First year, second four month period|
|Type of subject:||Compulsory|
“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.
- 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.
- 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.
- 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.
- 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.
Unit 1. Overview of key issues in assessment for CLIL
- Defining assessment, testing and evaluation
- Key questions in assessment in CLIL/Bilingual Education
- A decision-making framework for CLIL assessment
Unit 2. Key concepts in assessment: validity, reliability and fairness
- Assessment literacy
Unit 3. The uses of assessment in CLIL
- Formative and summative uses of assessment
- Assessment for learning
- Assessment of, for and as learning
Unit 4. Assessment methods in CLIL
- Selected response tasks
- Written response tasks
- Performance assessment tasks
- One-to-one communication
- Authentic and alternative assessment methods
Unit 5. Portfolio assessment in CLIL
- Introduction and objectives
- Key features of portfolio assessment
- Types of portfolio and their contents
- Steps in implementing and assessing portfolios
Unit 6. Assessment as learning: peer and self-assessment in CLIL
- Assessment as learning in CLIL
- Strategies and tools for peer assessment in CLIL
- Strategies and tools for self-assessment in CLIL
Unit 7. Assessing content and Language
- Developing and assessing English language proficiency in CLIL
- Developing, integrating and assessing academic language in CLIL
Unit 8. Assessment instruments in CLIL: checklists and rubrics
- Holistic rubrics
- Analytic rubrics
- Uses and design of rubrics
Unit 9. Integrating assessment in CLIL units
- Establishing learning intentions and success criteria
- Planning CLIL teaching units through backward design
- A template for integrating assessment in CLIL units
Unit 10. Assessment of learning: standardized tests
- Assessment of learning through high-stakes tests
- Accommodations in high-stakes tests
- Possible harmful effects of “teaching to the test”
Unit 11. Translanguaging and assessment in CLIL
- What is translanguaging?
- Implications of translanguaging for CLIL/bilingual education
- Multilingual assessment in CLIL/bilingual education
Unit 12. Evaluating CLIL programmes
- Overview of programme evaluation in CLIL/bilingual education
- Case study 1: Evaluation of language learning outcomes
- Case study 2: Focus on participants’ perceptions
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.
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:
|Attendance to virtual classes||15 hours||100%|
|Master lessons||6 hours||0|
|Basic material study||50 hours||0|
|Additional resources readings||25 hours||0|
|Task and practice cases and self-evaluation test||29 hours||0|
|Collaborative work, forums, debates, etc.||7 hours||0|
|Attendance to the exam||2 hours||100%|
You can personalize your study plan choosing the type of activity that best matches your profile. The tutor will advise you and help you elaborate your study plan. S/he will always be available to guide throughout the course.
- Bachman, L., & Damböck, B. (2018). Language Assessment for Classroom Teachers. Oxford: Oxford University Press.
- Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford: Oxford University Press. Chapter 8.
- Cheng, L., & Fox, J. (2017). Assessment in the Language Classroom: Teachers Supporting Student Learning. Basingstoke: Palgrave Macmillan.
- Christodoulou, D. (2017). Making Good Progress: the future of Assessment for Learning. Oxford: Oxford University Press.
- Coyle, D., P. Hood and D. Marsh. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press. Chapter 6.
- Dale, L., and R. Tanner. (2012). CLIL Activities; A resource for subject and language teachers. Cambridge: Cambridge University Press. Chapter 6.
- Genesee, F. & Hamayan, E. (2016). CLIL in Context: Practical Guidance for Educators. Cambridge/New York: Cambridge University Press. Chapter 7.
- Gottlieb, M. (2016). Assessing English language learners: Bridges to educational equity: Connecting academic language proficiency to student achievement (2nd ed.). Thousand Oaks, CA: Corwin.
- Lin, A. M. Y. (2016). Languages Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts. Theory and Practice. Singapore: Springer. Chapter 6.
- Llinares A., Morton, T. & Whittaker, R. (2012). The Roles of Language in CLIL. Cambridge: Cambridge University Press. Chapter 9.
- Mahoney, K. (2017). The assessment of emergent bilinguals: Supporting English language learners. Bristol, UK: Multilingual Matters.
The evaluation system is based on the following numerical chart:
|0 - 4, 9||Suspenso||(SS)|
|5,0 - 6,9||Aprobado||(AP)|
|7,0 - 8,9||Notable||(NT)|
|9,0 - 10||Sobresaliente||(SB)|
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 do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment)In the weekly program, you can find the grade of each assignment.
||SCORE min - max|
|Participation in forums, classes, etc.||0% - 10%|
|Task, practice cases and activities||10% - 40%|
|Self-evaluation test||0% - 10%|
|On-site final exam||60% - 60%|
Education: BA in English Philology, an MA in Education and a PhD in Applied Linguistics from Universitat Jaume I (UJI). His doctoral thesis, entitled "A Multimodal Approach to Metadiscourse as an Organizational Tool in Lectures" explores the uses of organizational metadiscourse from a non-verbal perspective and compares such uses across lecturing styles.
Professional experience: Edgar Bernad-Mechó has worked at Universitat Jaume I and Universidad Internacional de la Rioja (UNIR) teaching academic English and CLIL-related subjects. He has also collaborated with the Multimodal Research Centre (Auckland University of Technology, New Zealand) and the Multimodal Research Group (Curtin University, Australia) as an adjunt researcher, and with the Summit County School District (Colorado, US) in the implementation of bilingual programs in schools.
Lines of research: Bilingual education, Multimodal analysis of lectures, the use of metadiscourse as an organizational tool in such lectures, comparing this use in different sections and languages. He also collaborates actively with the research group GRAPE (UJI).
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:
- 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.
- 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.
- 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.
- 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. .
- 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.
- 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.
In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections
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.
Please, take into account the following tips…
- Whatever you study plan is, go often to the virtual classroom so that you are always up to date about the course and you are in contact with your teacher and your tutor.
- Remember you are not alone: send an email to your tutor if you have any doubt. If you attend the online classes, you can also ask your teacher about the contents of the unit. Also, you can always write your doubts and questions about the contents in the Forum of each subject (Ask the teacher).
- Be active and participate! Whenever it is possible, attend the online classes and take part in the forums. The exchange of information, opinions, ideas and resources enrich us and the course.
- And, remember, you are studying online: your effort and perseverance are the key element to obtain good results. Don’t leave everything to the last minute!!!