FORMATION OF HIGH-ORDER THINKING SKILLS THROUGH VARIOUS TYPES OF ASSESSMENT OF THE CLIL APPROACH IN BIOLOGY LESSONS

Abstract

In the article, the authors reflect the practice of research in action, the experience of applying the knowledge and skills of the course "Blended Teacher Training Program”, British Study Centers– School of English according to the CLIL approach. The practice of task development correlates with the basic CLIL approach of 4K learning, combining content, cognition, communication and culture.

The authors describe the practical application of CLIL approaches in the teaching and learning of natural sciences at the Nazarbayev Intellectual School of Physics and Mathematics in Semey in basic secondary education, studying a profile subject at a standard level.

CLIL approaches are currently widely used not only in specialized subjects of high school, but also in secondary school, where subjects such as geography, history of Kazakhstan, fundamentals of law are taught in the state language, and world history, computer science - in Russian.

The authors emphasize the use of CLIL approaches in the system of summative and formative assessment, since these types of assessment are aimed at measuring the functionality of the knowledge gained and the skills formed in a wide range through the performance of various types of tasks by students. Therefore, an innovator teacher must have pedagogical and psychological methods and strategies. One of them is the CLIL strategy, which uses visual scaffolding methods, information visual organizers for the development and improvement of high-order skills.

In the presented study, the authors focus on assessment methods (self-assessment, mutual assessment), which are one of the directions of CLIL approaches, and give examples from the practice of offline and online learning formats.

The evaluation examples given in the article are accompanied by constructive feedback, which is one of the factors of the formative evaluation. Students who have received timely feedback in any type of assessment have increased motivation for educational activities.