CLIL teacher assessment literacy: A scoping review

被引：10

作者：

Liu, Jiajia Eve ^{[1
]}

Lo, Yuen Yi ^{[2
]}

Xin, Jieting Jerry ^{[2
]}

机构：

[1] City Univ Macau, Fac Humanities & Social Sci, Macau, Peoples R China

[2] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 129卷

关键词：

Bilingual education; Content and language integrated learning; Assessment; Teacher assessment literacy; Scoping review; PRIMARY-SCHOOL; LANGUAGE; INTEGRATION; STUDENTS; KNOWLEDGE; ENGLISH; PERCEPTIONS; SCIENCE;

D O I：

10.1016/j.tate.2023.104150

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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' pro-fessional 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.(c) 2023 Elsevier Ltd. All rights reserved.

引用

页数：14

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