A3 Book section, Chapters in research books
Assessing (for) Understanding in the CLIL Classroom (2020)


Leontjev, D., Jakonen, T., & Skinnari, K. (2020). Assessing (for) Understanding in the CLIL Classroom. In M. deBoer, & D. Leontjev (Eds.), Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms : Approaches and Conceptualisations (pp. 205-228). Springer International Publishing. https://doi.org/10.1007/978-3-030-54128-6_9


JYU authors or editors


Publication details

All authors or editorsLeontjev, Dmitri; Jakonen, Teppo; Skinnari, Kristiina

Parent publicationAssessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms : Approaches and Conceptualisations

Parent publication editorsdeBoer, Mark; Leontjev, Dmitri

ISBN978-3-030-54127-9

eISBN978-3-030-54128-6

Publication year2020

Pages range205-228

Number of pages in the book263

PublisherSpringer International Publishing

Place of PublicationCham

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.1007/978-3-030-54128-6_9

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/74248


Abstract

In this chapter, we conceptualise CLIL assessment as a dialogic activity in which teachers and learners share the responsibility for building learners’ understanding of subject-specific issues. We illustrate such a conceptualisation by first studying how secondary school CLIL teachers perceive classroom assessment in interviews collected in Finland and Austria. Then, by examining video data from a CLIL lesson, we show how opportunities for assessing to support learning can emerge in routine instructional interaction, and how a teacher can attend to learner talk both to develop his or her own understanding of the learner’s abilities and to promote these same abilities. Our data suggest that, when interviewed, CLIL teachers may not see their practices for supporting learners’ understanding from the perspective of assessment. Yet, our classroom interaction data shows that assessment is an inherent part of the interaction. We, therefore, propose teachers’ awareness should be raised in that the purpose of assessment they do in the latter case is assessment for understanding. This will underscore the importance of developing learners’ understanding of the concepts/phenomena under study and teachers’ understanding of their learners. We conclude by reflecting on the benefits of this awareness.


Keywordslearninglanguageslanguage learningcontent and language integrated learningevaluationteachersteaching and instructioninteraction


Contributing organizations


Ministry reportingYes

Reporting Year2020

JUFO rating2


Last updated on 2024-03-04 at 20:55