Support Strategies for Assessment

In a CLIL or ESL context, learners often understand the subject content in their first language (L1), but they may struggle to express it in the target language (L2). Without support, assessments risk measuring only language ability rather than subject understanding.

Accommodation ensures that assessment reflects both content learning and developing language skills fairly.

Visual Support

• Geography: Instead of giving only a long text like “Describe the course of the river as it flows from the mountains to the sea,” provide a labeled map or diagram of the river system. Learners can then describe what they see without being overwhelmed by complex text.
• Science: When testing knowledge of the digestive system, provide a diagram of the stomach and intestines. Ask learners to label or briefly explain each stage.

Alternative Response Formats

• Writing: Rather than requiring a full essay, allow learners to use bullet points, flowcharts, or sentence frames to organise their ideas.
• Example: Instead of “Write a detailed paragraph about global warming,” ask: “List three causes of global warming and one effect.”

Simplifying Language Without Simplifying Content

• Rephrase instructions into shorter, clearer sentences while keeping the content demand the same.
• Example: Instead of “Evaluate the socio-economic implications of rural-urban migration,” say: “Explain how moving from the countryside to the city changes people’s lives. Give one social change and one economic change.”

Using Glossaries and Word Banks

• Provide a short glossary with key subject terms so learners are not held back by unfamiliar vocabulary.
• Example: In a biology test, give a glossary with “photosynthesis,” “chlorophyll,” and “oxygen” so learners can use them correctly.

Adjusting Task Length or Format

• Some learners write slowly in English, even if they know the answer. Shortening the length of the task, or giving multiple-choice questions instead of long writing, helps them show their knowledge more effectively.
• Example: In ICT, instead of “Describe three uses of a spreadsheet in detail,” the test might ask, “Tick three correct uses of spreadsheets from this list.”

• Fairness: Without differentiation, assessments may only favour learners who are strong in one skill (e.g., writing).
• Motivation: Learners are more engaged when they feel the task is within their reach.
• Accuracy: Teachers get a clearer picture of subject knowledge rather than just measuring language ability.
• Inclusion: It ensures all learners, including those with slower processing speeds or specific learning needs, can participate.

1. For Learners with Weak Writing Skills
   • Use formats that reduce heavy writing but still assess subject knowledge.
   • Example: In a CLIL science assessment, instead of writing a long explanation of the water cycle, learners could:
     • Match diagrams to labels (evaporation, condensation, precipitation).
     • Choose correct answers in a multiple-choice quiz.
     • Fill in blanks in a guided text: “Water changes into ____ when heated.”
2. For Learners with Strong Oral Skills but Weak Writing Skills
   • Allow short spoken responses instead of written essays.
   • Example: In history, instead of writing an essay about causes of migration, a learner might record a 2-minute oral response explaining the key points, supported by prompts or visuals.
3. For Learners with Strong Writing but Weak Speaking Skills
   • Provide tasks that highlight their writing ability while gradually encouraging spoken participation.
   • Example: In a CLIL geography class, a learner might first complete a written description of a map, then share one or two key points orally with support.
4. For Learners with Low Comprehension of Complex Instructions
   • Break tasks into smaller steps or simplify the rubric.
   • Example: Instead of asking “Analyse the impact of industrialisation on urban society in the 19th century,” phrase it as:
     • Step 1: “List two changes industrialisation brought to cities.”
     • Step 2: “Explain one social problem caused by these changes.”
5. For Learners Who Work Slowly
   • Shorten the task length while keeping the focus intact.
   • Example: In ICT, instead of designing three databases, ask them to design one database but complete it fully.
6. For Mixed-Ability Groups
   • Provide tiered tasks at different challenge levels.
   • Example: In maths, stronger learners might solve multi-step word problems, while others complete simpler matching or calculation tasks covering the same concept.

Reduces stress:
Learners feel less anxious when they are guided through difficult tasks.

Focuses on knowledge:
It ensures assessment reflects what learners know, not just what they can write or say without help.

Builds confidence:
Small supports encourage learners to take risks and attempt more complex tasks.

Promotes independence:
Over time, learners internalise strategies and use them on their own.

Sentence Starters

• Providing beginnings of sentences helps learners structure their ideas.
• Example: In history, instead of asking students to write a full essay from scratch, give prompts such as:
  • “One important cause of the war was…”
  • “Another effect was…”
• This reduces the language load but still requires learners to demonstrate content knowledge.

Diagrams, Charts, and Tables as Prompts

• Visual organisers guide learners in presenting information clearly.
• Example: In geography, give a table with two columns: Causes of Deforestation and Effects of Deforestation. Learners fill in the boxes with keywords or short phrases.
• This allows learners to focus on key ideas rather than long, complex sentences.

Oral Rehearsal Before Writing

• Letting learners discuss or explain orally before writing helps them organise thoughts.
• Example: In science, ask learners to talk in pairs: “What happens when ice melts?” After discussion, they write a short answer.
• This rehearsal ensures learners have ideas ready before facing the challenge of writing.

Guided Questions

• Breaking down a large question into smaller steps.
• Example: Instead of “Explain how photosynthesis works,” ask:
  • “What do plants need to make food?”
  • “What do they produce after photosynthesis?”
• Learners build their answer step by step, making the process less intimidating.

Word Banks and Glossaries

• Providing a list of useful words learners can choose from.
• Example: In a CLIL art assessment, give a word bank with terms like pattern, texture, colour, symmetry. Learners use these to describe a picture.

Modelling and Examples

• Showing a sample answer or demonstration before learners attempt the task.
• Example: In maths, solve one word problem together as a class before asking learners to solve a similar problem individually.