The starting point of this assessment plan is the Community of Madrid decree 89/2014 in which for our 6th grade students the study of European Relief is marked in guidelines 5, 6 and 7.
Due to the necessity of using different ways of assessing in our CLIL classes since our students are dealing with a second language to acquire the curriculum contents, my proposal in this unit is based on WHAT TO TEACH?, HOW TO TEACH? WHAT TO ASSESS? and HOW TO ASSESS?. The assorment of tools using in this assessment blog will create a good amount of possibilities to evaluate our students during the whole process and not just at the end of the unit as it was done traditionally. The use of these tools will help to achieve reliability and validity thanks to the differents ways of assessing as Casanova (1995) points aout "Assessment is a systematic process of data gathering that allows to obtain valid a reliable information to make value judgements about a situation".
Taking this into account we should consider the importance of that data analyzing the information, gathering varied information of different types (qualitative and quantitative) through varied techniques and instruments. The aim of the assessment, as teachers, must be pedagogical since gives us information in order to improve the teaching/learning process.
This assessment plan is based on the different characteristics of assessment: formative to help to improve the teaching process, continuous to be presented throughout the whole process, systematic to follow the previous lesson plan, flexible to be opened to possible changes and inclusive to cover our students situations.
The guidelines to succeed in CLIL (based on Hönig 2010) are:
Due to the necessity of using different ways of assessing in our CLIL classes since our students are dealing with a second language to acquire the curriculum contents, my proposal in this unit is based on WHAT TO TEACH?, HOW TO TEACH? WHAT TO ASSESS? and HOW TO ASSESS?. The assorment of tools using in this assessment blog will create a good amount of possibilities to evaluate our students during the whole process and not just at the end of the unit as it was done traditionally. The use of these tools will help to achieve reliability and validity thanks to the differents ways of assessing as Casanova (1995) points aout "Assessment is a systematic process of data gathering that allows to obtain valid a reliable information to make value judgements about a situation".
Taking this into account we should consider the importance of that data analyzing the information, gathering varied information of different types (qualitative and quantitative) through varied techniques and instruments. The aim of the assessment, as teachers, must be pedagogical since gives us information in order to improve the teaching/learning process.
This assessment plan is based on the different characteristics of assessment: formative to help to improve the teaching process, continuous to be presented throughout the whole process, systematic to follow the previous lesson plan, flexible to be opened to possible changes and inclusive to cover our students situations.
The guidelines to succeed in CLIL (based on Hönig 2010) are:
- It should be an integral part of every lesson
- it should ne planned
- Learning intentions should be shared with our students
- Learning outcomes and success criteria should be stablished with them in a "students friendly" format
This blog is to assess the unit The Relief of Europe in 6th Grade.
The unit is divided into 4 lessons. Each lesson has a presentation in form of a map and a task. Each task is assessed by using different agents and ways to assess. I have included teacher assessment (with different tools: diary, rubrics, padlet, wiki or blog,...), peer assessment, self assessment, group assessment. There is a formative assessment throughout all the tasks and a summative at the end of the last task.
In the last tag there is a teacher self assessment to evaluate the whole process and make some changes if necessary.
ANY TEACHER CAN USE IT!!!
