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In CLIL classrooms, assessment plays a crucial role in supporting both content and language learning. However, assessment practices in CLIL remain underexplored, especially in STEM-focused EFL contexts. This webinar explores how Thai secondary STEM teachers assess learning in CLIL classrooms, where both content mastery and English language development are essential. Drawing on personal construct theory and the repertory grid technique, the webinar shares teachers’ preferences for interactive, collaborative assessments, such as lab experiments, group projects, and problem-solving tasks, that promote higher-order thinking and language use. Traditional methods like multiple-choice tests are viewed as less effective. The audience will gain insights into how teachers navigate assessment challenges and learn about implications for policy and professional development aimed at supporting dynamic, dual-focused assessment in EFL-CLIL contexts.

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