Universidad de Jaén

1.    The importance of assessment and evaluation in CLIL programmes
1.1    Assessment and evaluation: differences
1.2    Characteristics and principles of assessment
1.3    What, why, when and how do we assess?
1.4    The Andalusia legal framework in terms of evaluation
1.5    The concept of continuous assessment

2.    Assessing content and assessing language
2.1    Diagnostic, formative and summative assessments
2.2    Designing CLIL tests
2.3    Scoring, grading, decision making and standardized test
2.4    Effective feedback
2.5    Learning-centred feedback: "Give a medal and a mission" method
2.6    Language support sheets in scientific subjects
2.7    The ELP (European Language Portfolio)

3.    Strategies and tools for assessment
3.1. Active learning: PBL (Project Based Learning), Gamification, Escape rooms
3.2 Alternative assessment tools: Portfolios, rubrics, single-point rubrics, targets of evaluation, coevaluation, learning logs, peer and self-assessment

4.    CLIL evaluation
4.1. The European Framework for CLIL Teacher Education
4.2 Eurydice Reports on Teaching Languages at School in Europe
4.3 Some Templates to evaluate CLIL methodology
4.4 Cooperation agreements of the Andalusia Community government and different European institutions for English, French and German linguistic certification.

- Students' autonomous work: reading and studying Study Materials of the subject on the virtual platform, compulsory and suggested readings, exercises assigned by the teachers, etc. Since the subject is completely online, students are expected to work autonomously, to use the materials and readings on the virtual platform, and to do the activities proposed.

- Whole-group video lessons: at given moments througthout the development of the subject, some brief lessons will be recorded on video and uploaded onto the virtual platform for students to view and follow them.

- Participation in weekly discussions on the Subject Forum: active and critical participation on the part of students is expected in all the discussions and debate threads on the forum.

- A written final assignment: the last week in the subject period will be devoted to writing a final assignment on the part of students, based on the subject contents, as well as to solving potential doubts and queries on the part of the teachers.

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

• Active participation in the Subject Forum within the dates proposed (discussions, debates, case studies or exercises), which will amount to 40% of the final grade. Periodically teachers will provide feedback on students' participation on the Forum.
• Submitting a final written assignment so as to evince the mastering of the main concepts in the subject. The deadline will be the last day of the subject and that week will be devoted to the editing of the assignment and the solving of potential doubts and queries. This will amount to 20% of the final grade. 
• Practice and submittal of other assignments, cases or exercises: this will correspond to continuous assessment throughtout the subject, whick will mean 40 % of the final grade.
• For the final grade the average of the grades for each part (according to their different weights) will be obtained.