Module 9 – Evaluation
This module provides guidance in designing a rubric.
Teachers are used to assessing their students’ achievement and progress in the subject(s) they teach. For teachers adopting the CLIL approach, however, the new factor of assessing achievement and progress in the targeted language as well as in content can be a challenge, and can pose many questions:
What do I assess, content or language or both together?
In what language should I assess?
Can students answer in their Mother Tongue?
What tools do I use for assessment?
How can I assess previous knowledge?
If I assess in the targeted language, how can I minimise the effect in the content assessment of student use of the targeted language?
How can I evaluate skills or processes, such as planning and investigation, reaching conclusions, or creating or designing something new?
How can I assess group work?
There is no simple answer to these questions, but the CLIL approach can suggest some ideas to explore.
Learning Stages:
Go to your Learning Diary and do Task 1 – Reading about evaluation.
It is motivating for students when they know assessment criteria in advance because they can then set targets for themselves.
At the start of a lesson, the criteria for the language focus of a lesson can be displayed on the IWB (for example: understanding new words related to the topic; using them orally in class; and spelling them correctly). Similarly, criteria for the subject focus can be made clear.
Alternatively, at the start of a project or task, students can be given a copy of the evaluation rubric to be used by the teacher.
Motivation can be increased by giving students the opportunity to participate in the design of a rubric. Together with the teacher, they can brainstorm possible assessment criteria, select which will be adopted and then decide their relative importance. Descriptors can also be created jointly.
Where peer evaluation is suitable, for example in student-led presentations, use of a shared rubric makes assessment by classmates valid and effective.
To encourage self-assessment, students can be given a series of Yes/No questions to answer, which will help them to review their output objectively. Students can be directed to ask themselves, for example:
‘Have I included a detailed explanation of ...?’
‘Have I provided evidence to support my ideas?’
‘Is the layout clear?’
‘Do all members of my group have an opportunity to take part in our presentation?’
The Guidebook provides examples from various rubrics, including samples of assessment criteria for content and communication, creativity, cooperation and competence. Other criteria which can form part of assessment and evaluation processes are communicative skills, cognitive skills and attitudes towards learning.
Go to your Learning Diary and do Task 2 – Designing a rubric.