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dc.contributor.authorLeontjev, Dmitri
dc.contributor.authorJakonen, Teppo
dc.contributor.authorSkinnari, Kristiina
dc.contributor.editordeBoer, Mark
dc.contributor.editorLeontjev, Dmitri
dc.date.accessioned2021-02-16T11:15:41Z
dc.date.available2021-02-16T11:15:41Z
dc.date.issued2020
dc.identifier.citationLeontjev, D., Jakonen, T., & Skinnari, K. (2020). Assessing (for) Understanding in the CLIL Classroom. In M. deBoer, & D. Leontjev (Eds.), <i>Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms : Approaches and Conceptualisations</i> (pp. 205-228). Springer International Publishing. <a href="https://doi.org/10.1007/978-3-030-54128-6_9" target="_blank">https://doi.org/10.1007/978-3-030-54128-6_9</a>
dc.identifier.otherCONVID_47042872
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/74248
dc.description.abstractIn this chapter, we conceptualise CLIL assessment as a dialogic activity in which teachers and learners share the responsibility for building learners’ understanding of subject-specific issues. We illustrate such a conceptualisation by first studying how secondary school CLIL teachers perceive classroom assessment in interviews collected in Finland and Austria. Then, by examining video data from a CLIL lesson, we show how opportunities for assessing to support learning can emerge in routine instructional interaction, and how a teacher can attend to learner talk both to develop his or her own understanding of the learner’s abilities and to promote these same abilities. Our data suggest that, when interviewed, CLIL teachers may not see their practices for supporting learners’ understanding from the perspective of assessment. Yet, our classroom interaction data shows that assessment is an inherent part of the interaction. We, therefore, propose teachers’ awareness should be raised in that the purpose of assessment they do in the latter case is assessment for understanding. This will underscore the importance of developing learners’ understanding of the concepts/phenomena under study and teachers’ understanding of their learners. We conclude by reflecting on the benefits of this awareness.en
dc.format.extent263
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherSpringer International Publishing
dc.relation.ispartofAssessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms : Approaches and Conceptualisations
dc.rightsIn Copyright
dc.titleAssessing (for) Understanding in the CLIL Classroom
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-202102161666
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineEnglannin kielifi
dc.contributor.oppiaineEnglishen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.relation.isbn978-3-030-54127-9
dc.type.coarhttp://purl.org/coar/resource_type/c_3248
dc.description.reviewstatuspeerReviewed
dc.format.pagerange205-228
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Springer
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysoopetus
dc.subject.ysokielen oppiminen
dc.subject.ysokieli ja kielet
dc.subject.ysoarviointi
dc.subject.ysooppiminen
dc.subject.ysovuorovaikutus
dc.subject.ysovieraskielinen opetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
jyx.subject.urihttp://www.yso.fi/onto/yso/p556
jyx.subject.urihttp://www.yso.fi/onto/yso/p7413
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p12222
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/978-3-030-54128-6_9
dc.type.okmA3


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