VietTESOL International Convention 2026

Assessment remains one of the most underexplored aspects of Content and Language Integrated Learning (CLIL). Although there have been certain endeavors to uncover what should be assessed, how assessment should be conducted, and complex issues associated with CLIL assessment, the existing literature is still somewhat fragmented and has yet to offer a holistic, evidence-based account of teachers’ CLIL assessment literacy across different contexts. This study thereby aims to examine Vietnamese teachers’ understanding of CLIL assessment dimensions and strategies, two key indicators of CLIL assessment literacy. A mixed methods approach was adopted, using a questionnaire adapted from the CLIL Teacher Assessment Literacy Inventory and a follow-up interview to clarify the findings from 236 participants. Descriptive analysis was employed to find out notable patterns about teachers' understanding of assessment dimensions and assessment strategies in CLIL. The data analysis showed that teachers tended to focus less on the language dimension when planning assessment, especially in relation to designing tasks that targeted language and addressing language-related difficulty. As regards assessment strategies, teachers reported fairly strong awareness of validity and reliability, but they appeared less prepared to diversify assessment methods. Based on such findings, this study underscores crucial implications for not only teachers, institution leaders, and policy-makers in Vietnam in improving the quality of CLIL education in general and assessment in particular, but also adds valuable insights to the broader body of global research on CLIL assessment.