CLILed to success: a proposal for meaningful CLIL assessment
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2024-04-18
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Jaén: Universidad de Jaén
Resumen
El presente Trabajo Fin de Máster tiene como objetivo desarrollar una evaluación formativa, competencial
y criterial para los programas bilingües en institutos. Tradicionalmente, la evaluación formativa en estos
programas se ha basado en rúbricas que principalmente replicaban la evaluación sumativa, con el mero
cambio en la herramienta de evaluación. Sin embargo, la ley LOMLOE exige alejarse de un enfoque
puramente sumativo para fomentar una enseñanza y aprendizaje significativos. La propuesta de
evaluación formativa para el bilingüismo destaca la colaboración entre profesores de áreas lingüísticas y
no lingüísticas, subraya la comunicación efectiva con las familias y aboga por cambiar la evaluación hacia
el desarrollo de competencias, criterios de evaluación y adquisición de saberes básicos. Esta
transformación se logra mediante el uso de situaciones de aprendizaje que contextualizan la adquisición
del idioma, permitiendo a los estudiantes enfrentar los desafíos del siglo XXI y cumplir con las demandas
de una sociedad cada vez más compleja.
This Master's thesis seeks to develop a competency-based, criterion-referenced, and formative assessment system for high school bilingual programmes. Traditionally, formative assessment in these programmes has relied on rubrics that essentially mirrored summative assessment, offering little more than a change in the assessment tool. However, in light of the LOMLOE law, a shift away from a purely summative focus is imperative to foster meaningful and effective teaching and learning. The proposed formative assessment approach for bilingualism underscores collaboration between teachers of linguistic and non-linguistic areas, emphasises productive communication with families, and advocates for a shift from language-weighted content assessment to competency development, assessment criteria, and core knowledge acquisition. This transformation is facilitated through the use of learning scenarios that contextualise language acquisition, enabling students to address 21st-century challenges and meet the demands of an increasingly complex society.
This Master's thesis seeks to develop a competency-based, criterion-referenced, and formative assessment system for high school bilingual programmes. Traditionally, formative assessment in these programmes has relied on rubrics that essentially mirrored summative assessment, offering little more than a change in the assessment tool. However, in light of the LOMLOE law, a shift away from a purely summative focus is imperative to foster meaningful and effective teaching and learning. The proposed formative assessment approach for bilingualism underscores collaboration between teachers of linguistic and non-linguistic areas, emphasises productive communication with families, and advocates for a shift from language-weighted content assessment to competency development, assessment criteria, and core knowledge acquisition. This transformation is facilitated through the use of learning scenarios that contextualise language acquisition, enabling students to address 21st-century challenges and meet the demands of an increasingly complex society.