To be specified published in:
Journal of Immersion and Content-Based Language Education
Vol. 6:1 (2018) ► pp. 113137
References

References

Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S.
(2014) Focusing formative assessment on the needs of English language learners. San Francisco, CA: WestEd.Google Scholar
Ames, C.
(1992) Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84 (3), 261–271. CrossrefGoogle Scholar
Atkinson, J. W.
(1964) An introduction to motivation. Princeton, NJ: Van Nostrand.Google Scholar
Barbero, T.
(2012) Assessment tools and practices in CLIL. In F. Quartapelle (Ed.), Assessment and evaluation in CLIL (pp. 38–56). Retrieved from: www​.aeclil​.net.
Bingham, G., Holbrook, T., & Meyers, L. E.
(2010) Using self-assessments in elementary classrooms. Phi Delta Kappan, 91 (5), 59–61. CrossrefGoogle Scholar
Birenbaum, M., Kimron, H., Shilton, H., & Shahaf-Barzilay, R.
(2009) Cycles of inquiry: Formative assessment in service of learning in classrooms and in school-based professional communities. Studies in Educational Evaluation, 35 (4), 130–149. CrossrefGoogle Scholar
Black, P., & Wiliam, D.
(1998a) Assessment and classroom learning. Assessment in education, 5 (1), 7–74. CrossrefGoogle Scholar
(1998b) Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, October 1–13. Retrieved from https://​www​.rdc​.udel​.edu​/wp​-content​/uploads​/2015​/04​/InsideBlackBox​.pdf.
(2003) In praise of educational research: Formative assessment. British Educational Research Journal, 29 (5) 623–637. CrossrefGoogle Scholar
Bloom, B. S., Hastings, J. T., & Madaus, G. F.
(1971) Handbook on formative and summative evaluation of student learning. New York, NY: McGraw-Hill.Google Scholar
Broadfoot, P. M., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G.
(2002) Assessment for learning: 10 principles. Cambridge, UK: University of Cambridge School of Education.Google Scholar
Clegg, J.
(2012) Preface. In F. Quartapelle (Ed.), Assessment and evaluation in CLIL (pp. 5–7). Retrieved from: www​.aeclil​.net.
Consejería de Educación, Comunidad de Madrid
(2016) Bilingual schools in the Comunidad de Madrid. Retrieved from: www​.madrid​.org.
Coyle, D.
(1999) Theory and planning for effective classrooms: Supporting students in content and language integrated learning contexts. In J. Masih (Ed.), Learning through a foreign language: Models, methods and outcomes (pp. 1–26). London: Centre for Information on Language Teaching and Research.Google Scholar
(2010) Assessment issues in CLIL. In D. Coyle, P. Hood, & D. Marsh (Eds.), CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.[ p. 135 ]Google Scholar
Csizér, K., & Dörnyei, D.
(2005) Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55 (4), 613–659. CrossrefGoogle Scholar
Dalton-Puffer, C.
(2008) Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe. In W. Delanoy & L. Volkmann (Eds.), Future perspectives for English language teaching (pp. 1–19). Heidelberg: Carl Winter.Google Scholar
Deci, E. L., & Ryan, R. M.
(1992) The initiation and regulation of intrinsically motivated learning and achievement. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-fevelopmental perspective (pp. 9–36). Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z.
(1998) Motivation in second and foreign language learning. Language Teaching, 31 , 117–135. CrossrefGoogle Scholar
(2001) Motivational strategies in the foreign language classroom. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Dweck, C. S.
(1999) Self-theories: Their role in motivation, personality and development. Philadelphia, PA: Psychology Press.Google Scholar
Dweck, C. S., & Leggett, E. L.
(1988) A social-cognitive approach to motivation and personality. Psychological Review, 95 (2), 256. CrossrefGoogle Scholar
Eurydice
(2006) Content and language integrated learning (CLIL) at school in Europe. Brussels: Eurydice.Google Scholar
Flórez, M. T., & Sammons, P.
(2013) Assessment for learning: Effects and impact. Evaluative Report. CfBT Education Trust, University of Oxford (England), Department of Education.Google Scholar
Gardner, R. C., & Lambert, W. E.
(1972) Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.Google Scholar
Gobierno de España, Ministerio de la Presidencia
(1990) Ley Orgánica de Ordenación General del Sistema Educativo [Organic Act on the General Organization of the Education System]. Retrieved from: http://​www​.boe​.es​/buscar​/doc​.php​?id​=BOE​-A​-1990​-24172.
Guilloteaux, M. J., & Dörnyei, Z.
(2008) Motivating language learners: A classroom oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42 (1), 55–77. CrossrefGoogle Scholar
Guion, L. A., Diehl, D. C., & McDonald, D.
(2002) Triangulation: Establishing the validity of qualitative studies. University of Florida IFAS Extension. Retrieved from http://​www​.ie​.ufrj​.br​/intranet​/ie​/userintranet​/hpp​/arquivos​/texto​_7​_-​_aulas​_6​_e​_7​.pdf.
Halbach, A.
(2009) The primary school teacher and the challenges of bilingual education. In E. Davouz & M. Guerrini (Eds.), CLIL across educational levels: Experiences from primary, secondary and tertiary contexts (pp. 19–26) Madrid: Richmond-Santillana.Google Scholar
Harlen, W.
(2007) Assessment of learning. London: Sage.Google Scholar
Heritage, M., Walqui, A., & Linquanti, R.
(2013, April). Formative assessment as contingent teaching and learning: Perspectives on assessment as and for language learning in the content areas. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Hönig, I.
(2010) Assessment in CLIL: Theoretical and empirical research. Saarbrücken, Germany: VDM Verlag Dr. Muller.Google Scholar
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A.
(2007) Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1 (2), 112–133. Crossref[ p. 136 ]Google Scholar
Kellard, K., Costello, M., Godfrey, D., Griffiths, E., & Rees, C.
(2008) Evaluation of the Developing Thinking and Assessment for Learning Development Programme. Cardiff: Welsh Assembly Government.Google Scholar
Kiely, R.
(2009) CLIL – The question of assessment. Retrieved from: http://​www​.developingteachers​.com​/articles​_tchtraining​/clilpf​_richard​.htm.
Kirton, A., Hallam, S., Peffers, J., Robertson, P., & Stobart, G.
(2007) Revolution, evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools. British Educational Research Journal, 33 (4), 605–627. CrossrefGoogle Scholar
Lasagabaster, D.
(2008) Foreign language competence in content and language integrated learning courses. The Open Applied Linguistics Journal, 1 , 30–41. CrossrefGoogle Scholar
(2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5 (1), 3–18. CrossrefGoogle Scholar
Llinares, A., Morton, T., & Whittaker, R.
(2012) The roles of language in CLIL. Cambridge: Cambridge University Press.Google Scholar
Maggi, F.
(2012) Evaluation in CLIL. In F. Quartapelle (Ed.), Assessment and evaluation in CLIL (pp. 57–75). Retrieved from: www​.aeclil​.net.
Maljers, A., Marsh, D., Coyle, D., Hartiala, A., Marsland, B., & Perez-Vidal, C.
(2001) CLIL: Compendium. Retrieved from: http://​www​.clilcompendium​.com.
Marsh, D.
(2002) CLIL/EMILE – The European dimension: Actions, trends and foresight potential. Jyväskylä, Finland: University of Jyväskylä.Google Scholar
McCallum, B., Hargreaves, E., & Gipps, C.
(2000) Learning: The pupil’s voice. Cambridge Journal of Education, 30 (2), 275–289. CrossrefGoogle Scholar
Mehan, H.
(1979) What time is it, Denise? Asking known information questions in classroom discourse. Theory into Practice, 18 (4), 285–294. CrossrefGoogle Scholar
Natrillo, G.
(1987) The impact of evaluation processes on students. Educational Psychologist. 22 (2), 155–175. CrossrefGoogle Scholar
Nicol, D. J., & Macfarlane-Dick, D.
(2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 198–218. CrossrefGoogle Scholar
O’Donnell, M.
(2008) The UAM CorpusTool: Software for corpus annotation and exploration. In B. Callejas et al. (Eds.), La lingüística aplicada hoy: Comprendiendo el lenguaje y la mente [Applied linguistics now: Understanding language and mind] (pp. 1433–1447). Almería, Spain: Universidad de Almería.Google Scholar
Pérez-Cañado, M. L.
(2012) CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15 (3), 315–341. CrossrefGoogle Scholar
Raynor, J. O., Atkinson, J. W., & Brown, M.
(1974) Subjective aspects of achievement motivation immediately before an examination. In J. W. Atkinson & J. O. Raynor (Eds.), Motivation and achievement (pp. 155–171). Washington DC: Winston & Sons.Google Scholar
Ross, P. M., Siegenthaler, S. L., & Tronson, D. A.
(2006) Assessment for learning and motivation. Proceedings of the UniServe Science Assessment Symposium (pp. 120–125). Sydney: University of Sydney.Google Scholar
Sadler, D. R.
(1989) Formative assessment and the design of instructional systems. Instructional Science, 18 , 119–144. CrossrefGoogle Scholar
Schunk, D. H., & Swartz, C. W.
(1993) Goals and process feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18 (3), 337–354. Crossref[ p. 137 ]Google Scholar
Schunk, D. H.
(1996) Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33 , 359–382. CrossrefGoogle Scholar
To, J., & Carless, D.
(2016) Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40 (6), 746–764. CrossrefGoogle Scholar
Tunstall, P., & Gipps, C.
(1996) Teacher feedback to young children in formative assessment: A Typology. British Educational Journal, 22 (4), 389–404. CrossrefGoogle Scholar
Webb, M., & Jones, J.
(2009) Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy and Practice, 16 (2), 165–184. CrossrefGoogle Scholar
Wewer, T.
(2014) Assessment of young learners’ English proficiency in bilingual content instruction CLIL. (Unpublished doctoral thesis). University of Turku, Turku, Finland. Retrieved from: http://​www​.doria​.fi​/bitstream​/handle​/10024​/96838​/AnnalesB385Wewer​.pdf​?sequence​=2.
Williams, M., & Burden, R. L.
(1997) Psychology for language teachers. Cambridge: Cambridge University Press.Google Scholar
Yin, Y., Shavelson, R., Ayala, C., Ruiz-Primo, M. A., Brandon, P., & Furtak, E.
(2008) On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21 (4), 335–359. CrossrefGoogle Scholar
Young, E.