Von Anfang an Fächergrenzen überschreiten

Abstract

This article starts out from one of the contributions to the Council of Europe’s Policy Forum and goes on to discuss the scarcity of research and feasible instruments for the assessment of integrated competences in early CLIL teaching and learning. An interregional project is presented that tackles the issue bottom-up and top-down by developing a framework for the description of communicative and curricular, science-oriented competences based on several existing resources. The article stresses that there should be a positive washback effect from classroom teaching to assessment.