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.