ABSTRACT

In Content and Language Integrated Learning (CLIL) programmes, non-linguistic content is taught and assessed in an additional language. Hence, CLIL teachers, most of whom are content subject specialists, may encounter difficulties in evaluating students’ content knowledge independent of their L2 proficiency and in aligning objectives, instruction and assessment. These concerns are closely related to teachers’ assessment literacy, which is seen as integral to teachers’ pedagogical content knowledge and plays a crucial role in effective instruction and assessment. While frameworks for teachers’ assessment literacy exist, there have been calls to re-examine this important construct with reference to specific disciplinary contexts. Given the curricular complexities of CLIL, this paper seeks to conceptualise the assessment literacy of teachers in such programmes. It will first tease out the complexities of assessment in CLIL programmes. It will then review some relevant literature on teachers’ assessment literacy, based on which a conceptual framework for CLIL teachers’ assessment literacy is proposed. It will also include an illustrative case of how the framework could be applied in research. The framework will establish a theoretical grounding for future empirical research in the field and have important implications for CLIL teacher education.

摘要

在内容和语言综合学习 (CLIL) 课程中，非语言内容以另一种语言进行教学和评估。因此，大多数是内容学科专家的 CLIL 教师在评估学生的内容知识（独立于他们的 L2 熟练程度）以及调整目标、教学和评估方面可能会遇到困难。这些问题与教师的评估素养密切相关，评估素养被视为教师教学内容知识的组成部分，在有效的教学和评估中起着至关重要的作用。虽然存在教师评估素养的框架，但有人呼吁参考特定学科背景重新审视这一重要结构。鉴于 CLIL 的课程复杂性，本文试图将此类课程中教师的评估素养概念化。它将首先梳理出 CLIL 计划中评估的复杂性。然后将回顾一些关于教师评估素养的相关文献，在此基础上提出CLIL教师评估素养的概念框架。它还将包括一个说明性案例，说明该框架如何应用于研究。该框架将为该领域未来的实证研究奠定理论基础，并对 CLIL 教师教育产生重要影响。它还将包括一个说明性案例，说明该框架如何应用于研究。该框架将为该领域未来的实证研究奠定理论基础，并对 CLIL 教师教育产生重要影响。它还将包括一个说明性案例，说明该框架如何应用于研究。该框架将为该领域未来的实证研究奠定理论基础，并对 CLIL 教师教育产生重要影响。