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    Portfolio & affirmative assessment

EMILE dans des langues autres que l'anglais –
Transitions réussies entre les différents niveaux d'enseignement

Cette page sera disponible en français en 2024. Veuillez vous référer aux pages en anglais pour le moment.

Portfolio and formative assessment

Formative assessment can be defined as ‘form of assessment that focusses on learning and learning processes and shapes the direction and content of further learning’ Council of Europe (European Centre for Modern Languages) (2013), Glossary “ECML programme 2008-2011 ‘Empowering language professionals’”, p. 76, available here. There are a number of different approaches to formative assessment, e.g., assessment for learning Commonly referred to as formative and/or diagnostic assessments. Assessment for learning is used to check student progress during a unit or block of instruction. Teachers build on the outcomes of this type of assessment to adjust their teaching objectives, practices and classroom instruction to suit the needs of the students. Similarly, students are provided valuable feedback on their own learning.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
and assessment as learning The use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their personal goals and advocate for their own learning.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
. This resource website is focusing on the portfolio approach as an example for how to go about formative assessment in the CLIL LOTE classroom. A student portfolio ’A student portfolio is a document in which those who are learning or have learnt for example a language – whether at school or outside school – can record and reflect on their learning and cultural experiences. The European Language Portfolio (ELP) was developed by the Council of Europe to support the development of learner autonomy, plurilingualism and intercultural awareness and competence. Self-assessment, being a central feature of the ELP, provides the link between the ELP and the Common European framework of reference for languages (CEFR).  is a learning tool which accompanies the learners in their learning of languages, both in and outside school. The three parts of the portfolio – Language Passport The Language Passport is the initial section of the European Language Portfolio (ELP) provides an overview of the individual’s proficiency in different languages at a given point in time. It is the key record of current proficiency and qualifications, related wherever possible to levels of the Common European Framework of Reference for Languages (CEFR). Adapted from: Council of Europe (European Centre for Modern Languages) (2007), IMPEL glossary – A glossary of European Language Portfolio (ELP) implementation terminology, available here., Language Biography The Language Biography is the second section of the European Language Portfolio (ELP). It facilitates the learner’s involvement in planning, reflecting upon and assessing his or her learning process and progress. It provides scope for recording at greater length than in the Language Passport various experiences that have been influential in the user’s learning, both in the formal learning of languages and in unstructured and informal encounters with foreign languages and cultures. Adapted from Council of Europe (European Centre for Modern Languages) (2007), IMPEL glossary – A glossary of European Language Portfolio (ELP) implementation terminology, Graz.  and Dossier A collection of samples or examples of language use either in a real (e.g. work) or simulated (e.g. classroom) context. Council of Europe (European Centre for Modern Languages) (2007), IMPEL glossary – A glossary of European Language Portfolio (ELP) implementation terminology, available at here. – enhance language learning and intercultural awareness, support self-assessment, and document progression in all languages a learner uses in varied contexts.

Portfolios and CLIL LOTE transitions

Why should transitions in CLIL LOTE be supported through portfolios – what is the added value?

The learners’ portfolios show their history of language learning, what they like and don’t like to do to learn languages, and their future objectives. CLIL experiences are important elements, both for the learners themselves and for those supporting students in different stages of education (teachers, parents, others). The CLIL portfolio pages can be added to any existing ELP.

CLIL LOTE study 

The CLIL LOTE study has shown that:

  • The survey respondents consider portfolios to be a relevant tool to support CLIL LOTE transitions.
  • Only 7% of the experts declare that CLIL LOTE transitions are supported in their context by portfolios.

Resources

Are you a teacher, a teacher educator or a teaching material designer – and do you want to gather ideas for concrete formative assessment procedures or for the preparation of lessons, where portfolios are included? On this page you can find three main tools to support transitions in CLIL LOTE through formative assessment/portfolios, that follow the learner across educational stages. The materials on this page are based on the Guiding principles for CLIL.
 


CLIL Self-Assessment Grid
  • The grid can be used as self-assessment tool for level Pre-A1 to B2 in CLIL contexts for history/civics and mathematics.
  • The learners can employ the grid for self-assessment and peer-assessment.
  • The grid was developed based on the Language descriptors for CLIL LOTE and the ECMLproject Language skills for successful subject learning CEFR linked descriptors for mathematics and history/civics.

Download pdf

CLIL LOTE as an addition to an existing portfolio: the example of the Norwegian portfolio
  • The ELP is a flexible tool for learners, and it allows elements to be added either in the language biography or the dossier.
  • CLIL LOTE is an asset for language learners and therefore important in their self-assessment.
  • The Norwegian portfolio shows how information on CLIL experience can be integrated easily in existing portfolios and give information about a learner’s experiences and expectations.

Pedagogical scenario

A sample lesson plan for learners’ transition from primary to secondary education:‘My best CLIL LOTE experience in primary school and the CLIL experience I enjoyed the least’

  • The lesson plan proposal focuses on the students reflecting on their primary school CLIL learning experiences at the start of secondary school.
  • There are ready-made pages for the learners to use which support students’ self-reflection and provide information for new teachers.
  • The worksheets can be added to the ELP language biography or to the dossier.
  • The worksheets support plurilingual education including a reflection on the languages (e.g., foreign languages, home languages) that were used or talked about in primary education.

Lesson plan

Worksheet 

A sample lesson plan for learners’ transition from primary to secondary education: ‘My dream CLIL LOTE lessons – I describe my ideas of learning content through a language in the future’

  • The lesson plan proposal focus on the students setting objectives for future CLIL studies, thus supporting learner autonomy.
  • The lessons develop the students’ metacognitive and working skills.
  • The worksheets can be added to the ELP language biography or to the dossier.
  • The worksheet supports plurilingual education including a reflection on the languages (e.g., foreign languages, home languages) that the students would like to use in secondary education.

Lesson plan 

Worksheet

Two examples of sample lesson plans with specific focus on existing portfolios and final products that can be added to the students’ portfolio (dossier)

  • The teaching/learning scenario and lesson plan proposal “Physical Education through Gaeilge (Irish)” focuses on the transition from primary to lower and upper secondary education (age 7-18, target language: Gaeilge or an additional language).
  • The lesson plan proposal “Mediating in Physics” focuses on the transition to lower secondary education (age 11-12, target language: French and German)

Physics

Mediating in Physics - Questionnaire

Gaeilge

Physical Education through Gaeilge (or an additional language) - Teaching/learning scenario

Physical Education through Gaeilge (or an additional language) - A sample lesson

Quote: Recommendation

“Those responsible for national, regional and institutional policy in all educational sectors should: […] support the creation and use of assessment instruments that are fully aligned with the goals of plurilingual and intercultural education for democratic culture”
The Council of Europe’s Recommendation CM/Rec(2022)1 on the importance of plurilingual and intercultural education for democratic culture

Related resources

European Language Portfolio, website by the Council of Europe

The ELP is described as follows: “The European Language Portfolio (ELP) was developed by the Language Policy Programme of the Council of Europe

  • to support the development of learner autonomy, plurilingualism and intercultural awareness and competence;
  • to allow users to record their language learning achievements and their experience of learning and using languages.”

On this website, information on the origins and principles of the ELP and guidelines on how to develop an ELP model can be found.”

View web page
Developing an ELP, website by the Council of Europe

The website is described as follows: “In this part of the website you will find:

  • documents on the ELP's origin, guiding principles and history
  • reports on the ELP project at European level
  • reports on international seminars held under the aegis of the Council of Europe
  • lists of ELPs accredited (2000-2010) and registered (2011-2014) by the Council of Europe
  • a guide to compiling an ELP model
  • templates and other resources that can be used when compiling an ELP
  • some key publications on designing and using an ELP”

Using the ELP, website by the ECML

The website is described as follows: “The ECML website brings together the results of European initiatives relating to the implementation of the ELP in a variety of contexts. The aim is to promote the pedagogical benefits of the ELP and to facilitate its use in practice. The information focuses on two general areas: understanding the ELP and ELP in use.”


Language skills for successful subject learning. CEFR linked descriptors for mathematics and history/civics

The project is described as follows: ”These resources highlight challenges for young learners in subject classes where the language of instruction is not their first language. The focus is on minimum language standards in history/civics and mathematics for learners aged 12/13 and 15/16. The language descriptors are linked to CEFR levels A2, B1 and B2 and available in six languages.”

View web page

Working group

The portfolio group was coordinated by Anssi Roiha (Turun Yliopisto, Finland) and Heike Speitz (Universitetet i Sørøst-Norge, Norway).

Group members: Louise Jones (Department of Education, Ireland), Charis-Olga Papadopoulou (Aristotle University of Thessaloniki, Greece) and Hellmuth Van Berlo (Dutch Language Union, The Netherlands & Belgium).