Abstract
The present article aims at providing a valid framework for practitioners to assess social processes and learning outcomes when implementing Cooperative Learning tasks in CLIL contexts, a matter that needs careful consideration. The article explores the possibilities of cooperative assessment for learning in CLIL settings from a sociocultural perspective, providing a number of multifaceted instruments that endorse an assessment framework shedding light on three basic components of Cooperative Learning: positive interdependence, individual accountability and social skills development.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
