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 editors: Leontjev, Dmitri; Jakonen, Teppo; Skinnari, Kristiina

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

Parent publication editors: deBoer, Mark; Leontjev, Dmitri

ISBN: 978-3-030-54127-9

eISBN: 978-3-030-54128-6

Publication year: 2020

Pages range: 205-228

Number of pages in the book: 263

Publisher: Springer International Publishing

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

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

Publication open access: Not 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.

Keywords: learning; languages; language learning; content and language integrated learning; evaluation; teachers; teaching and instruction; interaction

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 2