The study presented here has been carried out by the group CLHIOS within an institutional project where a multidisciplinary team of English lecturers and Health Science lecturers, specifically lecturers in the fields of Medicine, Nursing and Psychology participate. The project was created to improve CLIL practices in the health science curriculum at university with the aim of observing, analyzing and improving how evaluation is faced in the curricular design of those subjects partially taught in English. According to Darn (2006) the team-teaching approach is regarded as a collaborative focus between content and language teachers. Concerning the distribution of roles and tasks, the content teachers are in charge of designing the lesson plans and selecting the materials; while, the language teachers need to provide content teachers with language structures and rubrics to support assessment practices. Considering that evaluation continues to be a controversial aspect in CLIL programmes and one of the less developed areas in CLIL (Massler 2011); the aim of this study is to improve an evaluation rubric addressed to assess students' English language delivery at the module Intensive Care in a Nursing degree. The rubric has been initially designed by the content lecturer and shared with the English language lecturers to ameliorate the items to be assessed especially those related to the English language command. The rubric included items such as empathy and communication abilities. The resulting rubric, revised by four English language lectures, improved evaluating terminology concerning language command highlighting communication abilities that had been discarded by the content lecturer. CLIL practices such as the one presented here are examples of joint work and collaboration between content and language lecturers (Llinares et al. 2012). The CLIL course practice described here has been organized in advance to develop clear assessment criteria on which the evaluation of the CLIL program will be based.
REFERENCES
Darn, S. (2006). Content and Language Integrated Learning (CLIL): A European Overview. Online submission.
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.
Massler, U. (2011). Assessment in CLIL learning. Guidelines for CLIL Implementation in Primary and Pre-primary Education, 115-137.
