Deeper learning and assessment in drama-based CLIL learning – A conceptual framework

This article draws on a European collaborative initiative between four countries involved in the Erasmus+ project Playing beyond CLIL (PbC, 2018–2021). In the following, we propose a conceptual framework for dynamic assessment in CLIL classrooms. Building our framework on a pluriliteracies approach to deeper learning (PTDL; Meyer, Coyle, Halbach, Schuck & Ting, 2015) merged with peda- gogies of drama-based learning, we argue that dynamic assessment needs to be conceptually and pedagogically congruent with the fundamental principles and aims of both approaches. The PbC Framework for Assessment is the outcome of our collaborative work in the PbC project. The key issues this proposal raises are addressed and discussed.