Rubrics and Assessment Tools

Dimension

Score

Criteria

1

Understanding of CLIL Concepts

4

Explains the CLIL and 4C concepts with clear examples.

3

Explains CLIL accurately but with limited examples.

2

Understands some concepts but is inconsistent.

1

Unable to explain the CLIL concept.

2

Instructional Planning (Foundation CLIL Lesson Plan)

4

Lesson Plan is complete, content & language objectives are clear, and activities align with CLIL principles.

3

Lesson Plan is good but has minor flaws (e.g., language objectives are not specific enough).

2

Lesson Plan exists, but the content–language relationship is weak.

1

Lesson Plan does not adhere to the CLIL format.

3

Classroom English

4

Uses basic Classroom English fluently and naturally.

3

Uses Classroom English with some minor errors.

2

Classroom English is very limited.

1

Does not use Classroom English.

4

Teaching Practice (Basic Microteaching)

4

Learning flow is clear, language targets are present, and instructions are effective.

3

Instruction runs well although language targets are not consistent.

2

Flow is unclear, language use is weak.

1

Does not demonstrate CLIL principles.

5

Reflection

4

Reflection is in-depth, providing concrete solutions.

3

Reflection is fairly good.

2

Reflection is very general.

1

No reflection provided.

Dimension

Score

Criteria

1

CLIL Unit Plan (Multi-Session)

4

Unit Plan is complete, multi-session flow is sequential, and content–language integration is strong.

3

Unit Plan is good, but scaffolding is not rich enough.

2

Learning sequence is inconsistent.

1

Unit Plan does not meet the CLIL format requirements.

2

Language Scaffolding

4

Uses 3+ scaffolding types (visuals, sentence frames, word banks, structured tasks).

3

Uses 1–2 scaffolding types.

2

Scaffolding is minimal.

1

No scaffolding is provided.

3

EMI Classroom Discourse

4

Teacher facilitates academic discussion with effective question-answer patterns.

3

Discussion occurs but is poorly structured.

2

Teacher dominates; student activity is low.

1

No EMI discourse is observed.

4

Bilingual Assessment

4

Complete rubric clearly assesses both content and language.

3

Rubric exists but one aspect is unclear.

2

Rubric is inaccurate/inappropriate.

1

No rubric is provided.

5

Teaching Practice (Extended)

4

Active learning, effective scaffolding, language targets are achieved.

3

Instruction is good, students are active.

2

Low student activity.

1

Does not demonstrate applied CLIL.

Dimension

Score

Criteria

1

CLIL Program Leadership

4

Produces a complete school CLIL program: policy, SOP, roadmap.

3

Program draft is good but incomplete.

2

Program is not operational.

1

Does not demonstrate leadership.

2

Integrated CLIL Curriculum

4

Integrated curriculum document across subjects/levels.

3

Curriculum is fairly good.

2

Weak content-language integration.

1

Does not align with the concept.

3

Culturally-Based Module Development

4

Local wisdom-based module is complete & ready for dissemination.

3

Module is fairly complete.

2

Module lacks cultural integration.

1

Not relevant.

4

Coaching Other Teachers

4

Coaching 2+ teachers with complete reports.

3

Coaching 1 teacher.

2

Coaching is unsystematic.

1

No evidence of coaching.

5

Research/Scholarly Writing

4

Article is ready for publication / already presented.

3

Article is in draft form.

2

Writing is unsystematic.

1

No written work produced.

Level

Passing Grade

Additional Requirements

Level 1

Final Score ≥70

All mandatory tasks must be submitted.

Level 2

Final Score ≥75

All mandatory tasks must be submitted.

Level 3

Final Score ≥80

All mandatory tasks must be submitted; Subject to panel evaluation.