Exploring assessment for learning: assessment tools and approaches in Taiwanese CLIL classes.
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| Title: | Exploring assessment for learning: assessment tools and approaches in Taiwanese CLIL classes. |
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| Authors: | Kao, Yu-Ting1 ytkao@gs.ncku.edu.tw |
| Source: | Language Learning Journal. Dec2024, Vol. 52 Issue 6, p662-676. 15p. |
| Subject Terms: | *English as a foreign language, *Formative tests, *Content & language integrated learning |
| Geographic Terms: | Taiwan |
| Abstract: | This study explores how the concept of Assessment for Learning (AfL) is practised in the CLIL contexts. It focuses on the assessment purpose of understanding and supporting students' content and language learning. Ten CLIL teachers in the bilingual program of three different regions in Taiwan were involved in the study. Results from the class observations and semi-structured interviews indicated that four formative assessment approaches – questioning techniques, worksheets, peer and self-assessment, and formative use of summative tests – were frequently carried out in CLIL classes. A synergy of assessment tools was also found in the observed CLIL class, which provides students, teachers, and parents with a continuing stream of evidence of student progress and skill. Findings showed that the teachers were aware of AfL and promoted it through various formative assessment practices in their CLIL classes. This study provides insights into the development of alternative instruments that can be used to assess EFL more comprehensively in the CLIL classroom context of elementary education. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180801844 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring assessment for learning: assessment tools and approaches in Taiwanese CLIL classes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kao%2C+Yu-Ting%22">Kao, Yu-Ting</searchLink><relatesTo>1</relatesTo><i> ytkao@gs.ncku.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Dec2024, Vol. 52 Issue 6, p662-676. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+%26+language+integrated+learning%22">Content & language integrated learning</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explores how the concept of Assessment for Learning (AfL) is practised in the CLIL contexts. It focuses on the assessment purpose of understanding and supporting students' content and language learning. Ten CLIL teachers in the bilingual program of three different regions in Taiwan were involved in the study. Results from the class observations and semi-structured interviews indicated that four formative assessment approaches – questioning techniques, worksheets, peer and self-assessment, and formative use of summative tests – were frequently carried out in CLIL classes. A synergy of assessment tools was also found in the observed CLIL class, which provides students, teachers, and parents with a continuing stream of evidence of student progress and skill. Findings showed that the teachers were aware of AfL and promoted it through various formative assessment practices in their CLIL classes. This study provides insights into the development of alternative instruments that can be used to assess EFL more comprehensively in the CLIL classroom context of elementary education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180801844 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09571736.2023.2217435 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 662 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Formative tests Type: general – SubjectFull: Content & language integrated learning Type: general – SubjectFull: Taiwan Type: general Titles: – TitleFull: Exploring assessment for learning: assessment tools and approaches in Taiwanese CLIL classes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kao, Yu-Ting IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09571736 Numbering: – Type: volume Value: 52 – Type: issue Value: 6 Titles: – TitleFull: Language Learning Journal Type: main |
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