A Multiple-Case Study of Teachers' Assessment Practices in Content and Language Integrated Learning Programs

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division K - Teaching and Teacher Education Virtual Poster Session

Abstract

This paper presents a study investigating Content and Language Integrated Learning (CLIL) teachers’ assessment practices and exploring potential factors affecting such practices. Adopting a qualitative multiple case study approach, data were collected through individual in-depth interviews with three CLIL teachers and their assessment materials. Through examining how these CLIL teachers assess their students’ content knowledge in L2 by within-case and cross-case analysis, the study reports good CLIL assessment practices. The study also identifies potential personal and contextual factors contributing to different CLIL teachers’ assessment practices. By discussing the teachers’ conceptions and knowledge of assessment, and the mediation of personal and contextual factors, this paper highlights important implications for enhancing teachers’ assessment literacy in CLIL and other bilingual education programs.

Authors

• Jieting Jerry Xin, The University of Hong Kong
  Presenting Author

• Jiajia Eve Liu, City University of Macau
  Presenting Author

• Yuen Yi Lo, University of Hong Kong
  Presenting Author