Nein. Für die Leistungsfeststellung und -beurteilung sind nur die fachlichen Kenntnisse
der Schülerin/des Schülers im jeweiligen Unterrichtsgegenstand, nicht jedoch ihr/sein
sprachliches Ausdrucksvermögen in der Fremdsprache heranzuziehen. (CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 13 bzw. Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 13)
Oder anders gefragt: Do CLIL teachers assess language and/or content?
Well, as Austrian CLIL teachers we assess content, we must not assess language. This is definitely none of our business. Giving language support and feedback might be seen as an extra service to our students though.
Patrick de Boer, an enthusiastic maths and CLIL teacher from the Netherlands, says, “This is probably the question generating the most ‘buzz’. I have had quite a few interesting discussions on this topic, as teachers tend to think differently on this topic. Which is fine. As long as everyone does the same. It would be unfair if one teacher corrects language mistakes in a history test and reflects these mistakes in a grade, when another history teacher does not. However, generally speaking, most teachers I spoke with feel they should provide feedback on language in class and clarify the mistakes on tests, but not reflect this in a grade.” You can read more in Patrick´s blog here: https://www.clilmedia.com/common-questions-assessment-clil/ (18/04/18)
For more information, get in touch with your online CLILvoc coach, please.