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| Autore principale: | |
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| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universidad Nacional de Colombia
2018
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| Accesso online: | https://www.redalyc.org/articulo.oa?id=169255824008 https://www.redalyc.org/journal/1692/169255824008/ https://www.redalyc.org/journal/1692/169255824008/html/ https://www.redalyc.org/journal/1692/169255824008/169255824008.epub https://www.redalyc.org/journal/1692/169255824008/movil https://doi.org/10.15446/profile.v20n2.66515 |
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Sommario:
- Integrating Assessment in a CLIL-Based Approach for Second-Year University Students Erika De la Barra Sylvia Veloso Lorena Maluenda Educación rubric Assessment oral production linguistic awareness content and language integrated learning This article examines the intervention, through the design and pedagogical implementation of two rubrics based on theory from the Content and Language Integrated Learning (CLIL) approach, to assess the oral competences in English of a group of sophomores in a content subject. The data collection and subsequent analysis included both quantitative and qualitative sources to evaluate students’ oral production and linguistic awareness, and to gather information on students’ opinions concerning the intervention. The findings suggest that the implementation of the instruments was successful in terms of raising students’ language awareness in oral production and provided us with valuable insights regarding their perceptions of a new sort of assessment as part of their learning process. 2018 artículo científico 1657-0790 https://www.redalyc.org/articulo.oa?id=169255824008 https://www.redalyc.org/journal/1692/169255824008/ https://www.redalyc.org/journal/1692/169255824008/html/ https://www.redalyc.org/journal/1692/169255824008/169255824008.epub https://www.redalyc.org/journal/1692/169255824008/movil https://doi.org/10.15446/profile.v20n2.66515 en http://www.redalyc.org/revista.oa?id=1692 Profile: Issues in Teachers' Professional Development application/pdf Universidad Nacional de Colombia Profile: Issues in Teachers' Professional Development (Colombia) Num.2 Vol.20