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- Publisher Website: 10.1016/j.tate.2023.104150
- Scopus: eid_2-s2.0-85153800415
- WOS: WOS:000990000300001
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Article: CLIL teacher assessment literacy: A scoping review
| Title | CLIL teacher assessment literacy: A scoping review |
|---|---|
| Authors | |
| Keywords | Assessment Bilingual education Content and language integrated learning Scoping review Teacher assessment literacy |
| Issue Date | 28-Apr-2023 |
| Publisher | Elsevier |
| Citation | Teaching and Teacher Education, 2023, v. 129 How to Cite? |
| Abstract | In Content and Language Integrated Learning (CLIL) programmes, students learn content subjects through their additional language. The global spread of CLIL has raised concerns about teachers' professional development needs, and their assessment literacy is an essential one. This scoping review synthesises 60 theoretical and empirical articles on CLIL teachers' assessment literacy. The findings illustrate some prominent themes related to CLIL teachers' assessment literacy, identify areas that have been under-researched, and validate and refine a theoretical framework of CLIL teachers’ assessment literacy. This framework presents important dimensions of conceptions, knowledge and practices of CLIL assessment, with mediation of contextual factors. |
| Persistent Identifier | http://hdl.handle.net/10722/331980 |
| ISSN | 2023 Impact Factor: 4.0 2023 SCImago Journal Rankings: 1.663 |
| ISI Accession Number ID |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Liu, Jiajia Eve | - |
| dc.contributor.author | Lo, Yuen Yi | - |
| dc.contributor.author | Xin, Jieting Jerry | - |
| dc.date.accessioned | 2023-09-28T05:00:01Z | - |
| dc.date.available | 2023-09-28T05:00:01Z | - |
| dc.date.issued | 2023-04-28 | - |
| dc.identifier.citation | Teaching and Teacher Education, 2023, v. 129 | - |
| dc.identifier.issn | 0742-051X | - |
| dc.identifier.uri | http://hdl.handle.net/10722/331980 | - |
| dc.description.abstract | <p>In Content and Language Integrated Learning (CLIL) programmes, students learn content subjects through their additional language. The global spread of CLIL has raised concerns about teachers' professional development needs, and their assessment literacy is an essential one. This scoping review synthesises 60 theoretical and empirical articles on CLIL teachers' assessment literacy. The findings illustrate some prominent themes related to CLIL teachers' assessment literacy, identify areas that have been under-researched, and validate and refine a theoretical framework of CLIL teachers’ assessment literacy. This framework presents important dimensions of conceptions, knowledge and practices of CLIL assessment, with mediation of contextual factors.</p> | - |
| dc.language | eng | - |
| dc.publisher | Elsevier | - |
| dc.relation.ispartof | Teaching and Teacher Education | - |
| dc.subject | Assessment | - |
| dc.subject | Bilingual education | - |
| dc.subject | Content and language integrated learning | - |
| dc.subject | Scoping review | - |
| dc.subject | Teacher assessment literacy | - |
| dc.title | CLIL teacher assessment literacy: A scoping review | - |
| dc.type | Article | - |
| dc.identifier.doi | 10.1016/j.tate.2023.104150 | - |
| dc.identifier.scopus | eid_2-s2.0-85153800415 | - |
| dc.identifier.volume | 129 | - |
| dc.identifier.isi | WOS:000990000300001 | - |
| dc.identifier.issnl | 0742-051X | - |