Investigating STEM Secondary School Teachers’ CLIL Assessment Practices in EFL Contexts: the Repertory Grid Technique

Abstract

Within the context of content and language integrated learning (CLIL), assessment assumes a pivotal role in fostering learning, given the dual emphasis on content and language acquisition. This dual focus engenders a heightened complexity in the assessment process within CLIL classrooms. Despite the escalating prevalence of CLIL classrooms, the aspect of CLIL assessment remains inadequately explored, constituting an unresolved issue in CLIL research and pedagogy. The enquiry into the assessment practices of CLIL teachers serves as a means to elucidate this research lacuna. This study aims to scrutinize the assessment practices employed by five Thai secondary school CLIL teachers, utilizing personal construct theory (PCT) as the foundational framework. Methodologically, data collection encompasses repertory grids and retrospective semi-structured interviews, with a pivotal application of focus grid analysis for data scrutiny and interpretation. The findings revealed that there was a strong preference for interactive and collaborative assessment methods that enhance both language skills and cognitive abilities. In particular, problem-solving tasks, lab experiments, and group discussions are effective in promoting higher-order thinking, while interactive projects and presentations boost language development. In contrast, traditional assessments such as multiple-choice questions are less effective. These findings highlight the need for professional development programmes and supportive educational policies to integrate dynamic, dual-focused assessments into CLIL curricula.