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Collaboration in Language Testing and Assessment

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Dina Tsagari and Ildikó Csépes

The Guidelines for Good Practice of the European Association for Language Testing and Assessment (EALTA) stress the importance of collaboration between all parties involved in the process of developing instruments, activities and programmes for testing and assessment. Collaboration is considered to be as important as validity and reliability, providing a crucial prerequisite for responsibility and respect for students. The papers, covering a range of topics that consider both realities and prospects of collaboration, were originally presented at EALTA conferences from 2008 to 2010.

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Lisbeth M. Brevik, Eli Moe: Effects of CLIL Teaching on Language Outcomes

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213 Effects of CLIL Teaching on Language Outcomes Lisbeth M. Brevik1 and Eli Moe2 University of Oslo, Uni Digital, Norway Does Content and Language Integrated Learning (CLIL) teaching have an effect on pupils’ language outcomes? Our point of departure is a research project initiated by The Norwegian Centre for Foreign Languages in Education. The project is tightly linked to classroom practice, teaching goals and educational decision making. Building on teacher assessment and experiences from a 10th grade classroom project and summative assessment in connection with a small quantitative survey among 7th grade Norwegian pupils, we offer two proposals. First, that the language skills of CLIL pupils improve for weak as well as for strong pupils. Second, the data may indicate that pupils who were exposed to CLIL teaching over a period of two years improved their language skills more than others who were exposed to CLIL during one school year. These proposals are based on results retrieved through collaboration between teachers and researchers. Key words: CLIL teaching, language learning, assessment, collaboration 1. Background This chapter presents a CLIL project initiated by The Norwegian Centre for Foreign Languages in Education3, which ran from 2007 to 2009. In 2007, the Centre was in contact with a number of Norwegian schools interested in running CLIL projects. Some of these schools were interested in applying CLIL to the social science curriculum in English. The Centre decided to set up a more formal project through which these schools could collaborate. The aim of the project...

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