Does Content and Language Integrated Learning (CLIL) teaching have an effect on pupils’ language ... more 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.
With the increase of ICT in classrooms comes much data that can be used for evidence-based assess... more With the increase of ICT in classrooms comes much data that can be used for evidence-based assessment. We focus on harnessing and interpreting this data to empower teachers in formative assessment. We describe e-assessment of English as a Second Language and illustrate how we move from data collected in classroom activities, through an automated assessment method, to visualising competence levels in an open learner model.
Does Content and Language Integrated Learning (CLIL) teaching have an effect on pupils’ language ... more 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.
With the increase of ICT in classrooms comes much data that can be used for evidence-based assess... more With the increase of ICT in classrooms comes much data that can be used for evidence-based assessment. We focus on harnessing and interpreting this data to empower teachers in formative assessment. We describe e-assessment of English as a Second Language and illustrate how we move from data collected in classroom activities, through an automated assessment method, to visualising competence levels in an open learner model.
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Papers by Eli Moe