| dc.contributor |
HEPCLIL (Higher Education Perspectives on Content and
Language Integrated Learning). Vic, 2014 |
| dc.contributor.author |
Kenny, Nalan |
| dc.date |
2014-03-27 |
| dc.identifier |
http://hdl.handle.net/10854/3323 |
| dc.identifier.uri |
http://hdl.handle.net/10854/3323 |
| dc.description |
The aim of this talk is to explore assessment in higher education and
support for learners during their academic education. It investigates the
assessment methods that provide success for universities and learners.
Universities which implement CLIL should assess learners who would like to attend
a programme in English without taking account of their English language
qualifications. This assessment should be done in writing, listening and
comprehension, speaking and reading and comprehension. In the literature,
formative and summative assessments are considered. Formative assessment is
ongoing, 'more complex as its intention is to be directly diagnostics with a view to
immediately impacting on learner's next steps' (Coyle et al, 2010). Summative
assessment occurs at the end of the term or course. McKay, 2006 divides
assessment into three phases: design, operationalization and administration
phase. If these three phases can't be embedded in the classroom as they are, they
can be introduced as a set of questions; why?, how? and what? |
| dc.format |
application/pdf |
| dc.language |
eng |
| dc.rights |
Aquest document està subjecte a aquesta llicència Creative Commons |
| dc.rights |
http://creativecommons.org/licenses/by-nc-nd/3.0/es/: |
| dc.rights |
info:eu-repo/semantics/openAccess |
| dc.subject |
Anglès -- Ensenyament |
| dc.subject |
Ensenyament universitari |
| dc.title |
Assessment in CLIL |
| dc.type |
info:eu-repo/semantics/conferenceObject |
