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What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers.

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Title: What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers.
Authors: Xin, Jieting Jerry1 (AUTHOR), Lo, Yuen Yi1 (AUTHOR) yuenyilo@hku.hk
Source: Journal of Multilingual & Multicultural Development. Jul2026, Vol. 47 Issue 5, p3170-3189. 20p.
Subject Terms: *Assessment literacy, *Language awareness, *Interdisciplinary education, *Teacher education, *Teacher role, *Educational evaluation
Abstract: Assessment in Content and Language Integrated Learning (CLIL) programmes is complex due to the mediating role of L2. CLIL teachers need assessment literacy for effective assessment practice. But what constitutes CLIL teacher assessment literacy? This study addresses this important question by investigating researchers' and teachers' views of CLIL teacher assessment literacy. Data were collected from individual interviews with 15 CLIL researchers and 11 CLIL teachers. Assessment materials were also collected from the teacher participants. Thematic analysis revealed both teachers and researchers agreed that an assessment-literate CLIL teacher should have knowledge and skills of (1) deciding on assessment purposes; (2) deciding on assessment dimensions; (3) diversifying assessment tasks; (4) providing assessment scaffolding; (5) interpreting assessment data; (6) informing instruction and providing support; (7) seeking cross-curricular collaboration; and (8) realising the impact of contextual factors. Despite such shared understanding, different groups have different foci. Teachers focused on knowing and doing CLIL assessment, while researchers showed more concerns about teacher conceptions, language awareness, and teacher identity in assessment. These findings provide a more thorough understanding of CLIL teacher assessment literacy, thereby advancing theoretical discussion and research on CLIL assessment. They also shed light on CLIL teacher education in the under-explored area of assessment. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
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  Data: What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers.
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  Data: <searchLink fieldCode="AR" term="%22Xin%2C+Jieting+Jerry%22">Xin, Jieting Jerry</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lo%2C+Yuen+Yi%22">Lo, Yuen Yi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yuenyilo@hku.hk</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Multilingual+%26+Multicultural+Development%22">Journal of Multilingual & Multicultural Development</searchLink>. Jul2026, Vol. 47 Issue 5, p3170-3189. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Assessment+literacy%22">Assessment literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+awareness%22">Language awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Assessment in Content and Language Integrated Learning (CLIL) programmes is complex due to the mediating role of L2. CLIL teachers need assessment literacy for effective assessment practice. But what constitutes CLIL teacher assessment literacy? This study addresses this important question by investigating researchers' and teachers' views of CLIL teacher assessment literacy. Data were collected from individual interviews with 15 CLIL researchers and 11 CLIL teachers. Assessment materials were also collected from the teacher participants. Thematic analysis revealed both teachers and researchers agreed that an assessment-literate CLIL teacher should have knowledge and skills of (1) deciding on assessment purposes; (2) deciding on assessment dimensions; (3) diversifying assessment tasks; (4) providing assessment scaffolding; (5) interpreting assessment data; (6) informing instruction and providing support; (7) seeking cross-curricular collaboration; and (8) realising the impact of contextual factors. Despite such shared understanding, different groups have different foci. Teachers focused on knowing and doing CLIL assessment, while researchers showed more concerns about teacher conceptions, language awareness, and teacher identity in assessment. These findings provide a more thorough understanding of CLIL teacher assessment literacy, thereby advancing theoretical discussion and research on CLIL assessment. They also shed light on CLIL teacher education in the under-explored area of assessment. [ABSTRACT FROM AUTHOR]
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      – Type: doi
        Value: 10.1080/01434632.2025.2507900
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      – Code: eng
        Text: English
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        PageCount: 20
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      – SubjectFull: Assessment literacy
        Type: general
      – SubjectFull: Language awareness
        Type: general
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Teacher role
        Type: general
      – SubjectFull: Educational evaluation
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      – TitleFull: What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers.
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            NameFull: Xin, Jieting Jerry
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            NameFull: Lo, Yuen Yi
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            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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              Value: 47
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            – TitleFull: Journal of Multilingual & Multicultural Development
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