Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test

Despite the surge of Content and Language Integrated Learning (CLIL) studies in many areas, assessment practices in CLIL contexts are considered to be much unaccounted for (Poisel, 2007; Hönig, 2009, Maggi, 2012). This paper intends to become a contribution to this area and addresses the issue by a...

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Autor principal:	Miquel Àngel Fuentes
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2013
Materias:	Content and Language Integrated Learning (CLIL) Science assessment CLIL assessment assessment practices teacher development Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/f87d359f4d084c24be7f3f14de5a98ea
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spelling	oai:doaj.org-article:f87d359f4d084c24be7f3f14de5a98ea2021-11-25T13:22:37ZWhich score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test10.5565/rev/jtl3.5412013-6196https://doaj.org/article/f87d359f4d084c24be7f3f14de5a98ea2013-10-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/541https://doaj.org/toc/2013-6196 Despite the surge of Content and Language Integrated Learning (CLIL) studies in many areas, assessment practices in CLIL contexts are considered to be much unaccounted for (Poisel, 2007; Hönig, 2009, Maggi, 2012). This paper intends to become a contribution to this area and addresses the issue by approaching to the case study of a Science through English CLIL unit implemented on a state-funded secondary school in Barcelona, Spain. The paper focuses on the written test of the unit and analyzes the students’ responses and degree of satisfaction of the teacher after implementing and correcting the test, which provides valuable insights in the light of teacher development and offers a snapshot of CLIL assessment practices and their effects. The results present a close look at the teacher’s attitude towards content and language errors and points out the lights and shadows of assessment in CLIL while highlighting the need of disclosing further assessment practices in similar contexts. Miquel Àngel FuentesUniversitat Autònoma de BarcelonaarticleContent and Language Integrated Learning (CLIL)Science assessmentCLIL assessmentassessment practicesteacher developmentSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 6, Iss 4 (2013)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Content and Language Integrated Learning (CLIL) Science assessment CLIL assessment assessment practices teacher development Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Content and Language Integrated Learning (CLIL) Science assessment CLIL assessment assessment practices teacher development Special aspects of education LC8-6691 Language and Literature P Miquel Àngel Fuentes Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test
description	Despite the surge of Content and Language Integrated Learning (CLIL) studies in many areas, assessment practices in CLIL contexts are considered to be much unaccounted for (Poisel, 2007; Hönig, 2009, Maggi, 2012). This paper intends to become a contribution to this area and addresses the issue by approaching to the case study of a Science through English CLIL unit implemented on a state-funded secondary school in Barcelona, Spain. The paper focuses on the written test of the unit and analyzes the students’ responses and degree of satisfaction of the teacher after implementing and correcting the test, which provides valuable insights in the light of teacher development and offers a snapshot of CLIL assessment practices and their effects. The results present a close look at the teacher’s attitude towards content and language errors and points out the lights and shadows of assessment in CLIL while highlighting the need of disclosing further assessment practices in similar contexts.
format	article
author	Miquel Àngel Fuentes
author_facet	Miquel Àngel Fuentes
author_sort	Miquel Àngel Fuentes
title	Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test
title_short	Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test
title_full	Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test
title_fullStr	Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test
title_full_unstemmed	Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test
title_sort	which score is adequate: approximation to the assessment rationale used in a science through english clil written test
publisher	Universitat Autònoma de Barcelona
publishDate	2013
url	https://doaj.org/article/f87d359f4d084c24be7f3f14de5a98ea
work_keys_str_mv	AT miquelangelfuentes whichscoreisadequateapproximationtotheassessmentrationaleusedinasciencethroughenglishclilwrittentest
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Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test

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