CLIL teacher assessment literacy: A scoping review

In Content and Language Integrated Learning (CLIL) programmes, students learn content subjects through their additional language. The global spread of CLIL has raised concerns about teachers' professional development needs, and their assessment literacy is an essential one. This scoping review...

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Vydáno v:Teaching and teacher education Ročník 129; s. 104150
Hlavní autoři: Liu, Jiajia Eve, Lo, Yuen Yi, Xin, Jieting Jerry
Médium: Journal Article
Jazyk:angličtina
Vydáno: Elsevier Ltd 01.07.2023
Témata:
Assessment
Bilingual education
Content and language integrated learning
Scoping review
Teacher assessment literacy
Scoping review
Bilingual education
Teacher assessment literacy
Content and language integrated learning
Assessment
ISSN:0742-051X, 1879-2480
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Shrnutí:In Content and Language Integrated Learning (CLIL) programmes, students learn content subjects through their additional language. The global spread of CLIL has raised concerns about teachers' professional development needs, and their assessment literacy is an essential one. This scoping review synthesises 60 theoretical and empirical articles on CLIL teachers' assessment literacy. The findings illustrate some prominent themes related to CLIL teachers' assessment literacy, identify areas that have been under-researched, and validate and refine a theoretical framework of CLIL teachers’ assessment literacy. This framework presents important dimensions of conceptions, knowledge and practices of CLIL assessment, with mediation of contextual factors.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2023.104150