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Performance-Based Assessment in CLIL: Competences at the Core of Learning

Performance-Based Assessment in CLIL: Competences at the Core of Learning

Ana Otto
Copyright: © 2020 |Pages: 22
ISBN13: 9781799825883|ISBN10: 1799825884|EISBN13: 9781799825890
DOI: 10.4018/978-1-7998-2588-3.ch019
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MLA

Otto, Ana. "Performance-Based Assessment in CLIL: Competences at the Core of Learning." Handbook of Research on Bilingual and Intercultural Education, edited by María Elena Gómez-Parra and Cristina Aránzazu Huertas Abril, IGI Global, 2020, pp. 447-468. https://doi.org/10.4018/978-1-7998-2588-3.ch019

APA

Otto, A. (2020). Performance-Based Assessment in CLIL: Competences at the Core of Learning. In M. Gómez-Parra & C. Huertas Abril (Eds.), Handbook of Research on Bilingual and Intercultural Education (pp. 447-468). IGI Global. https://doi.org/10.4018/978-1-7998-2588-3.ch019

Chicago

Otto, Ana. "Performance-Based Assessment in CLIL: Competences at the Core of Learning." In Handbook of Research on Bilingual and Intercultural Education, edited by María Elena Gómez-Parra and Cristina Aránzazu Huertas Abril, 447-468. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2588-3.ch019

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Abstract

Assessment is probably one of the most controversial aspects of Content and Language Integrated Learning (CLIL) mainly due to the balance between content and language, the role of language in the assessment process, and the lack of guidelines and appropriate assessment tools for the specific contexts. This chapter highlights performance-based assessment in CLIL as a powerful strategy to assess students' knowledge effectively by means of measuring competences or skills. The chapter starts with an overview on the impact of assessment in education, and conditions for performance-based assessment. After analyzing the necessary competences to express content knowledge in CLIL subjects, attention will focus on the best assessment tools in line with formative assessment, and the need to scaffold tasks and exam questions.

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