A four dimesional rubric model to assess clil in primary and secondary compulsory high school education.

Abstract

This paper proposes a model of a rubric to assess Content and Language Integrated Learning (CLIL) that, besides considering the three-dimension descriptors of national curriculum contents, cognition and language (Massler, Stotz and Queisser, 2014), introduces a fourth one: categorising the rubric´s descriptors as input or output scaffolding assigning a Common European Framework of Reference for Languages (CEFR) level to each descriptor. The basis for this decision is that in CLIL instruction there are three stages (Coyle et al, 2010:96) that need to be assessed: meeting input, processing input and producing a response.