TOOL 9:
BILINGUAL EDUCATION QUALITY INDICATORS
for the pre-university level (Netherlands)
These quality control indicators (45 in all) are part of a framework instrument used
in the accreditation of schools in Dutch national Network of Bilingual Schools. They
are based on the standards (Tool 8). The quality control indicators include categories
such as student achievement, international orientation, CLIL, organisational
preconditions, and individual and team-based professional development.
© Peeter Mehisto
Bilingual education quality indicators for the pre-university level (2013)
Each indicator receives a positive or negative score. Each section receives a final score on a four-point
scale, in which 1 and 2 denote a fail and 3 and 4 denote a pass. All norm indicators in each section must
be scored positively for the section to receive a pass mark. Every section must receive a pass mark for
accreditation.
The left column indicates how the relevant information can be acquired. This can be done via:
• Q: Questionnaire (to be scored preceding the inspection)
• Lesson observations
Or in interviews, with:
•
•
•
•
•
M: management: principal and co-ordinators
S: Subject teachers
E: English teachers
P: Parents
St: Students
Schools are accredited on the basis of Part A (Classroom practice and results). The purpose of Part B
is to give feedback on relevant indicators for prerequisites for bilingual education, but does not count
toward the accreditation.
Part A - Classroom practice and results
Chapter 1
The students achieve the results that can be expected based on their potential and based on the fact that they
follow a bilingual education programme.
Source
Indicator
Q
1.1
The dropout rate from year 1 to year 2 does not exceed the
national average.
+
-
Q
1.2
Students make unimpeded progress.
+
-
Q
1.3
Students achieve CEFR-level B2 at the end of year 3.
+
-
Q
(E)
1.4
a. The school offers the International Baccalaureate English:
Language and Literature course and make it mandatory for
bilingual students.
+
-
b. The pupils obtain the International Baccalaureate English:
Language and Literature, achieving a result of at least 4.
Q
(E)
1.5
The students achieve a higher result than the national average for
their national final exam in English.
+
-
Q
(S)
1.6
The students achieve a similar or higher result than the national
average for their national final exam in Dutch.
+
-
Q
(S)
1.7
The students achieve results from the national final exam in all
other subjects (both the subjects which are taught in English
and the subjects which are taught in Dutch) that do not deviate
negatively from the national average.
+
-
S
E
P
St
M
1.8
a. The students have acquired a demonstrable basic knowledge
of the attainment targets for internationalisation at the end
of year 3, at least in the subjects of History, Geography and
Economics, and have paid extra attention to European themes.
+
-
+
-
b. At the end of year 3, the students have participated in an
international project with students abroad.
c. Students have participated in school projects aimed at
European and International Orientation.
S
E
P
Pu
M
1.9
In the upper forms (years 4, 5, 6), students have devoted at least
80 study hours to activities related to European and International
Orientation.
Assessment 1
Norm Indicators:
1.2, (1.3), 1.4, 1.5,
1.6, 1.7, 1.8b, 1.9
2
3
4
Comments
Chapter 2
The bilingual education department offers pupils sufficient time to study subject content.
Source
Indicator
Q
2.1
The bilingual education department has planned sufficient
teaching time in which English is the language of instruction.
+
-
Q
2.2
The bilingual education department has planned sufficient
teaching time in which European and International orientation
(EIO) is offered. The department can provide a general overview
of the number of hours spent on teaching EIO, at least for the
subjects of Geography, Economics, History, Creative subjects and
Physical Education.
+
-
Observations
St
M
S/E
2.3
Teachers make efficient use of the planned contact time (80%).
+
-
Q
St
M
2.4
There is a native speaker of English working in the English
language department.
+
-
Q
St
M
2.5
In two of the three clusters Humanities/Creative subjects + PE/
Sciences, at least one subject is taught by native speakers of
English; in other words, at least two subjects are taught by native
speakers of English.
+
-
Observations
St
M
2.6
In the other languages (other than English), the target language is
the language of instruction.
+
-
Assessment 1
Norm Indicator:
2.1. 2.2 and one
other indicator
2
3
4
Comments
Chapter 3
The quality of language and subject content is sufficient for the specific objectives of bilingual education.
Source
Indicator
Q
3.1
The CLIL subjects are distributed over types and styles
of language use; in other words, in each of the clusters of
Humanities, Science subjects, and Creative subjects + PE, at least
one subject is offered in English.
+
-
Observations
S/E
St
3.2
Teachers use authentic English-language materials at the right
level for the target group.
+
-
Observations
S/E
St
3.3
CLIL teachers have a language proficiency of at least CEFR- level
B2 in all skills.
+
-
Observations
E
St
3.4
The bilingual department has a language policy in place aimed at
enhancing the students’ language proficiency.
+
-
Assessment 1
Norm Indicator:
3.1, 3.3 and one
other indicator
Comments
2
3
4
Chapter 4
European and international orientation (EIO) is included in the bilingual education department’s curriculum.
Source
Indicator
M
P
St
S/E
4.1
The bilingual education department has a varied programme
with activities which benefit the students’ European and
international orientation.
+
-
St
S/E
4.2
The students’ European and international activities are
documented and are available e.g. in the form of a portfolio.
+
-
St
S/E
4.3
Teachers use opportunities to highlight European and
international developments.
+
-
Assessment 1
Norm Indicator:
4.1 and 4.3
2
3
4
Comments
Chapter 5a
The pedagogy of CLIL teachers stimulates the pupils’ acquisition of English and forms the basis of a
supportive working environment (subject teachers).
Source
Indicator
Observations
St/S
5.1
CLIL teachers make effective use of English as the language of
instruction.
+
-
Observations
St/S
5.2
CLIL teachers use a range of teaching methods which stimulate
the pupils’ language output.
+
-
Observations
St/S
5.3
CLIL teachers provide feedback on the pupils’ language
production.
+
-
Observations
St/S
5.4
CLIL teachers work on the students’ language development in
collaboration with the teachers of English.
+
-
Observations
St/S
5.5
Bilingual education teachers make pupils aware of specific
language aspects of their subject.
+
-
Observations
St/S
5.6
CLIL teachers stimulate target language interaction among
the students.
+
-
Assessment 1
Norm Indicators:
5.1, 5.2, 5.3, 5.5. 5.6
Comments
2
3
4
Chapter 5b
The pedagogy of CLIL teachers stimulates the pupils’ acquisition of English and forms the basis of a
supportive working environment (subject teachers) (teachers of English).
Source
Indicator
Observations
St /S
5.7
The teachers of English make effective use of English as the
language of instruction.
+
-
Observations
St/S
5.8
The teachers of English own a repertoire of teaching methods
that stimulate the production of language output. All language
skills are covered.
+
-
Observations
St/S
5.9
The teachers of English use different methods of feedback to
stimulate the students’ language acquisition.
+
-
Observations
St/S
5.10
The teachers of English model effective language-learning
strategies.
+
-
Observations
St/S
5.11
The teachers of English pay attention to many occurring language
problems during the lessons in the other subjects, in cooperation
with the subject teachers.
+
-
Observations
St/S
5.12
The teachers of English pay attention to the characteristics
of English.
+
-
+
-
Assessment 1
Norm Indicator:
5.6, 5.8 lesson level
5.7 and 5.11 at
school level
2
3
4
Comments
Part B: Pre-requisites
Chapter 6
The school has put measures in place to assess the quality of its bilingual stream with reference to the
Standards for Bilingual Education.
Source
Indicator
Q
M
6.1
The school has set goals for maintaining and improving the
quality of bilingual education.
Q
M
6.2
The school assesses the quality of its bilingual stream in a
systematic way.
+
-
Q
M
6.3
The school takes action to maintain and, if necessary, improve
the quality of the bilingual stream.
+
-
Q
M
6.4
The school assesses systematically whether the measures taken
have the desired effect, and adjusts its policies accordingly.
+
-
Comments
Chapter 7
There is a dedicated team of teachers for the bilingual department.
Source
Indicator
Q
M
7.1
Enough time has been allocated to the co-ordination of the
bilingual department.
+
-
Q
M
7.2
The bilingual team has frequent meetings, during which the
collaboration between subjects is discussed.
+
-
Comments
Chapter 8
Professional development is aimed at the quality requirements of bilingual education in general.
Source
Indicator
Q
M
8.1
The school’s professional development plan for the CLIL teachers
aims to maintain and improve the required competences for
CLIL pedagogy and language proficiency.
+
-
Q
M
8.2
The school’s Personnel management takes into account the
quality requirements for bilingual education.
+
-
Comments