CLIL Assessment: Affective Assessment

CLIL assessment will focus both linguistic and academic competences in integrated forms of authentic assessment (Järvinen, 2009). Authentic assessment happens when the checking process is associated to types of work that real people do, rather than merely soliciting answers which only require simple, easy-to-assess responses as in traditional teacher-centered education (Wiggings, 1998; in Järvinen, 2009). 
Alternative assessment from Wewer’s (2014) point of view, generates less anxiety, is more equal and is multiculturally conscious. It also provides information to students about their strengths and weaknesses, giving them the base to improve their learning. On the other hand, it requires new learning environments and a new role for the teacher.

In the year 1928 the International Conference took place on the Bilingualism in Luxembourg (Vila I: 1983: 4). To her(it) there came a set of specialists that in those years it(he,she) was working on the matter. The questions that were done are the same that nowadays, ninety years later, we continue appearing: which are the effects of the bilingualism on the general intelligence, on the activity, the character? Which are the advantages and the disadvantages of the bilingual regime? What is the most favorable time to begin your learning? The answers were unanimous and the majority of those present expressed the influence refusal bilingualism exerted on the intellectual and personal development of the child. Why is concretised in 12 years the recommended age to start learning the L2. Fortunately nowadays public opinion differs and many experiences that point out the benefits of an enriching education (as we can see the reflections from the third year of the bilingual project in child and primary of García Jiménez F. CEIP Professor tender Galvan of Granada, in which some of his final thoughts on the debate are) (: erroneous ideas of bilingualism are disappearing with

Ianco-Worrall (1972) conducted a study on the idea of separation of sound and meaning in 30 bilingual children aged between 4 and 9 years afrikaans-ingles. The study concluded that bilingual children reach the semantic development about two or three years earlier than monolingual children. Children 4 to 6 years responded to the question: words look more together? from a list of three, by the meaning of the words and the unilingual by the sound of the word (quoted in Baker C., 1997: 176).

Although there are some studies Randsdell and Fischler (1987) which show the disadvantage of bilingual children in memory of