Integrating Assessment in a CLIL-Based Approach for Second-Year University Students
This article examines the intervention, through the design and pedagogical implementation of two rubrics based on theory from the Content and Language Integrated Learning (CLIL) approach, to assess the oral competences in English of a group of sophomores in a content subject. The data collection and...
- Autores:
-
De la Barra, Erika
Veloso, Sylvia
Maluenda, Lorena
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/66857
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/66857
http://bdigital.unal.edu.co/67885/
- Palabra clave:
- 37 Educación / Education
8 Literatura y retórica / Literature
Assessment
content and language integrated learning
linguistic awareness
oral production
rubric
aprendizaje integrado de contenidos y lenguas extranjeras
conciencia lingüística
evaluación
producción oral
rúbrica
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | This article examines the intervention, through the design and pedagogical implementation of two rubrics based on theory from the Content and Language Integrated Learning (CLIL) approach, to assess the oral competences in English of a group of sophomores in a content subject. The data collection and subsequent analysis included both quantitative and qualitative sources to evaluate students’ oral production and linguistic awareness, and to gather information on students’ opinions concerning the intervention. The findings suggest that the implementation of the instruments was successful in terms of raising students’ language awareness in oral production and provided us with valuable insights regarding their perceptions of a new sort of assessment as part of their learning process. |
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