CLIL Content and Language Integrated Learning Assessment feedback

CLIL (Content and Language Integrated Learning) Assessment & feedback in CLIL Part Two 15 February 2018 Dr. Jason Skeet skeetjag@gmail. com

Learning outcomes • To identify what effective feedback is and to apply the ‘medals and missions’ model to CLIL. • To know what SMART targets are and how to use them with pupils/students. • To identify methods for collecting feedback from pupils/students. • To know how to design CLIL-friendly tests.

Assessment for learning (or formative assessment) • Takes place during a learning activity • The goal is to improve learning • Feedback is essential

What is effective feedback? • Discuss with a partner • Be ready to share your thoughts

Which example is effective feedback and why? Example 1: That’s hopeless. Surely you know you’ve put the items in the wrong order? Example 2: Well done! Example 3: You gave a thorough explanation of the different processes of erosion. The details will be helpful for other students. In your next written assignment pay more attention to punctuation.

What is effective feedback? Feedback is effective if it… • Is specific • Recognizes what the learner did well • Identifies challenges and points forward to the next step • Activates learners to think for themselves.

‘Medals and Missions’ (Petty, 2014) goals mission medal

Example 3: You gave a thorough explanation of the different processes of erosion. The details will be helpful for other students. In your next written assignment pay more attention to punctuation.

SMART targets • Look through the examples of targets in the handout. • Indicate which targets are SMART. • Those targets that aren’t SMART, make them SMART!

Learning targets and Individual Learning Plans (ILPs) • The setting of learning targets, or goal-setting, is important formative assessment practice. • Pupils should be involved in discussing and setting their targets. They then take action to achieve those targets. • They then evaluate their progress to see if the target has been met and then, finally, set new targets or revise ones that were not achieved. Set learning target Work towards achieving target Evaluate progress

Learning targets and Individual Learning Plans (ILPs) ILPs are a way to record target setting and ensure pupil recognition of intended learning. ILPs record pupil progress lesson by lesson and can raise motivation. ILPs often have three sections: the learning target (which needs to be SMART): the planned action(s) to achieve the target; and an opportunity for the pupil to review or evaluate own progress. SMART Target Action(s) to achieve target Review/evaluation of progress

Pupil voice • In pairs, think of different ways (or methods) of collecting feedback from pupils. • Discuss and identify what the different purposes of collecting feedback could be. What would you ask and what would you do with the information collected?

Pupil voice • Surveys and questionnaires • Exit cards • Learning logs • Focus groups • Class meetings • Informal feedback

Assessment of learning (summative assessment) What language should be assessed? Word level: key vocabulary, concept words or other academic words. Sentence level: language functions (explain, describe, compare etc. ). Skills: for example, reading skills such as summarising, paraphrasing, extracting information.

Task: Designing CLIL-friendly tests On your own • Read through the list of 20 factors to consider for designing CLIL-friendly tests. • If you had to design a CLIL test tomorrow, which three factors would be most important for you? For example, these might be something about designing a CLIL test that you had not considered before. In groups • Share your chosen three factors with your colleagues. • Be ready to feedback on one factor that you all agree is important for you at the moment.

Game of reflections • You will be given a game sheet, dice and counters. Choose a timekeeper for your group • Put the counters at the ‘start’ and take it in turns to throw the dice. • Move your counter and follow the instruction on the square you land on. Talk for one minute only (timekeepers need to monitor this).