Abstract
In this chapter, the general disconnect between what students are exposed to and what is assessed is addressed by focusing on how teachers can design content assessment tasks with academic language awareness. For example, teachers can use the Genre Egg (Fig. 3.4in Chap. 3) to inform the planning and design of both formative and summative assessment in content subjects. How to cater for learner diversity with a differentiated approach to materials development is also discussed. Finally, how to prepare students for high-stakes examinations in different academic subjects is explored with examples from genre-based pedagogies.
Cite
CITATION STYLE
Lin, A. M. Y. (2016). Assessment Issues. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts (pp. 111–141). Springer Singapore. https://doi.org/10.1007/978-981-10-1802-2_6
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