Developing the CLIL teacher assessment literacy inventory

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-07-12 DOI:10.1016/j.system.2025.103776

Jieting Jerry Xin, Yuen Yi Lo

引用次数: 0

Abstract

Assessment in Content and Language Integrated Learning (CLIL) is complex because students' less proficient language is used to assess students' content knowledge. It is thus crucial for CLIL teachers to develop assessment literacy so that they can design valid assessments to diagnose students' learning progress. Recent attempts have conceptualised the major components of CLIL teacher assessment literacy. With this theoretical foundation, this study developed the CLIL Teacher Assessment Literacy Inventory, which covers approaches to assessment, mediating factors affecting assessment practices, and confidence level. This inventory was then validated through expert-panel review and pilot testing with 201 CLIL teachers. This validated tool can contribute to further research on CLIL teachers’ assessment literacy and illuminate their professional development.

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开发CLIL教师素养评估量表

内容与语言综合学习（CLIL）的评估是复杂的，因为它是用学生不熟练的语言来评估学生的内容知识。因此，对于CLIL教师来说，培养评估素养是至关重要的，这样他们才能设计有效的评估来诊断学生的学习进展。最近的尝试概念化了CLIL教师素养评估的主要组成部分。在此理论基础上，本研究开发了CLIL教师评估素养量表，包括评估方法、影响评估实践的中介因素和置信度。然后通过专家小组审查和201名CLIL教师的试点测试来验证该清单。这一经过验证的工具有助于进一步研究CLIL教师的评价素养，并为他们的专业发展提供启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.