Assessment in CLIL: Test Development at Content and Language for Teaching Natural Science in English as a Foreign Language

Autor/in	Leal, Johanna P.
Titel	Assessment in CLIL: Test Development at Content and Language for Teaching Natural Science in English as a Foreign Language
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 9 (2016) 2, S.293-317 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Science Instruction; Second Language Learning; Second Language Instruction; Language Proficiency; Foreign Countries; Bilingual Education Programs; Private Schools; Student Evaluation; Teaching Methods; Grade 3; Elementary School Students; Test Construction; Guidelines; Summative Evaluation; Test Items; Course Content; Educational Objectives; Language of Instruction; Item Analysis; Test Validity; Cognitive Ability; Multiple Choice Tests; Difficulty Level; English (Second Language); Colombia (Bogota) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Ausland; Private school; Privatschule; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Testaufbau; Richtlinien; Test content; Testaufgabe; Kursprogramm; Educational objective; Bildungsziel; Erziehungsziel; Teaching language; Unterrichtssprache; Itemanalyse; Testvalidität; Denkfähigkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schwierigkeitsgrad; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	On-going bilingual programs without regard to needs analysis; little research on the actual effects of CLIL in Colombia and vague awareness or knowledge about the necessary considerations for effective CLIL programs, underpin the need to address a particular issue of curriculum as it is summative assessment. This small scale study takes place in a Natural Science class using a CLIL approach with third-grade students at A2 proficiency level who have been progressively immersed in a bilingual program at a private school in Bogotá, Colombia. Regularly scheduled tests were analyzed in order to identify suitable assessment items that simultaneously report on the content and language achievement in order to provide guidelines for test development that are aligned with the teaching goals, consistently measure students' progress, and facilitate teaching practices. This study entails a systematic examination of test items using formal item analysis to depict test validity from an assessment grid that integrates content, at different knowledge levels, CALP functions and cognitive skills. The study concludes that the assessment grid is a helpful tool to discriminate language and content achievement in the results of multiple-choice CLIL tests, by increasing teachers' understanding of the language demands of test items and the level of difficulty of content tasks. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01