Objectives

Clarify and match the process of a current evaluation to the evaluation in CLIL.
Supporting a proper Didactic design understanding the evaluation as a constant and
cycling process.
Verify the Learning through the instruments of evaluation.

Introduction

The evaluation needs to be seen as a whole constant process along the whole stage. Its
characteristics are defined in the first chapter at but when integrating subjects as it
happens in CLIL we have to bear in mind some important aspects as below.

CLIL Evaluation Characteristics

At the beginning of the year the Educative staff team need to diagnose the student´s needs
as defined at article 37B “Decreto 81/2010 ROC”. Once they are defined it corresponds to the
educative staff team to propose a suitable treatment of the students´ learning taking as
reference the “Decreto 89/2014” where the evaluation criteria are set by defining the annual
didactic planning which is also defined at article 44 “Decreto 81/2010”.

From this very initial stage the educative staff team is actually evaluating as they are
contrasting on how to deal with students´learning. When facing two subjects we have to get to
agreements through constants coordination about the learning to be developed from the non
linguistic subject integrated with the learning from the English subject.

As the Annual didactic planning is being developed teachers need to analyse how the
process is going and share this information with the rest of the teachesr in the evaluation
session as to define the marks for both the subjects and the key competences.

The results are essential for the proposals teachers need to implement in the Annual
didactic planning as to redefine, redesign or readapt the Annual didactic planning wether it is
integrated or not to a better educative offer in order to give an answer to students´ educative
needs
How to design a Learning intervention

As seen at topic 1 when dealing with article 44 at “Decreto 81/2010 ROC” the Annual
didactic planning is the educative proposal that organizes the learning designed by the teacher
and in CLIL this aspect as in a normal Annual Didactic planning is of main importance..

Once the educative needs are identified and both the CLIL teacher and the tutor (primary)
and the linguistic teacher (secondary) have reached some agreements on how to integrate
both subjects it is essential to start taking as a reference the evaluation criteria where the
“essential learning” is going to be extracted from.

With the “learning” we have to design a sequence of activities in order to guide the
students to the identified learning. Since we are promoting the development of the key
competences it is to consider what is has been analyzed at topic 3 to favour an enabling
sequence of activities to reach the learning. It is of prior importance to keep an eye throughout
students´ process as to identify difficulties when the learning is not reached or is not ell
developed.
Tools and Instruments

The learning needs to be easily recognize by an Instrument of evaluation which gives clear
clue on how the learning has been developed otherwise the risk of a failure when evaluating
might be taken.

i.e PLNT6C4→The “essential learning” from this evaluation criteria is “ Seleccionar y aplicar
estrategias para desarrollar la comprensión y producción oral en textos monologicos usando
medios tradicionales y digitales”

The Instruments of evaluation must give a clear evidence about how the students are
developing this learning as “recording themselves when giving a speech” or “translating a song
for a better recognition”are activities which are giving specific information about the strategies
application to promote oral skills. When these strategies are oferred among others We can
also ensure the student is choosing one close to his/ her learning style.

Besides the tools of evaluation are going to define how the learning reached is defined

Some of the most well-known are Checklist (lista de control), Educational scales of
description (escalas descriptivas) or the rubrics.