Supporting data for "Conceptualising CLIL Teacher Assessment Literacy"

When assessing students’ content knowledge in their second/foreign/additional language (L2), Content and Language Integrated Learning (CLIL) teachers can encounter challenges, such as how to balance content and language, how to select and implement appropriate techniques, how to address validity and fairness issues caused by using L2. Thereby, to implement assessment effectively, CLIL teachers need to become assessment-literate. CLIL assessment as well as CLIL teacher assessment literacy has been under-explored areas. Although teacher assessment literacy has been studied in the past three decades, this concept needs to be contextualised so that it can reflect the unique characteristics of CLIL. To address this gap, this two-stage study conceptualises CLIL teacher assessment literacy by exploring the key constructs constituting CLIL teacher assessment literacy and developing and validating an instrument to capture CLIL teachers’ assessment literacy patterns.

在评估学生的第二/外语/附加语言（L2）学科知识时，内容与语言融合学习（Content and Language Integrated Learning, CLIL）教师常面临诸多挑战，譬如如何平衡学科内容与语言学习的比重、如何遴选并实施适配的评估手段，以及如何解决因依托L2开展评估所引发的效度与公平性问题。故而，若要有效开展评估工作，CLIL教师需具备评估素养。当前，CLIL评估与CLIL教师评估素养均属于尚未得到充分探索的研究领域。尽管教师评估素养在过去三十年中已得到相关研究，但该概念仍需结合具体语境进行适配，以凸显CLIL模式的独特属性。为填补这一研究空白，本项两阶段研究通过探究构成CLIL教师评估素养的核心构念，开发并验证了一款可用于捕捉CLIL教师评估素养特征的测评工具，从而完成CLIL教师评估素养的概念化界定。