Cooperative Assessment for Learning in CLIL Contexts

Abstract

The present article aims at providing a valid framework for practitioners to assess social processes and learning outcomes when implementing Cooperative Learning tasks in CLIL contexts, a matter that needs careful consideration. The article explores the possibilities of cooperative assessment for learning in CLIL settings from a sociocultural perspective, providing a number of multifaceted instruments that endorse an assessment framework shedding light on three basic components of Cooperative Learning: positive interdependence, individual accountability and social skills development.

Keywords

• cooperative learning
• CLIL
• sociocultural theory
• assessment for learning