ASSESSING LANGUAGE AND CONTENT PROGRESS IN CLIL CLASSROOMS: FORMATIVE VS. SUMMATIVE APPROACHES
Keywords:
CLIL, formative assessment, summative assessment, language development, content learning, student progress, assessment strategies, bilingual education.Abstract
This article explores the assessment of language and content learning in Content and Language Integrated Learning (CLIL) classrooms, focusing on the comparison between formative and summative assessment approaches. CLIL pedagogy emphasizes the simultaneous development of language proficiency and subject knowledge, making assessment a crucial component for monitoring student progress. Formative assessment, conducted during the learning process, provides ongoing feedback that guides both teachers and students, encouraging reflection and adaptation of instructional strategies. Summative assessment, on the other hand, evaluates learning outcomes at the end of a unit or course, offering a comprehensive measure of achievement. The findings underline the importance of integrating formative and summative assessment strategically to create a supportive and motivating learning environment. Educators are encouraged to employ varied assessment tools, such as portfolios, peer assessment, quizzes, and project-based evaluations, to capture a holistic picture of student progress in both language and content domains.
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