Questão 96740

A significant body of literature on Content-Based Instruction (CBI) addresses the complex issue of assessment. Unlike traditional language classrooms where assessment might focus on discrete grammatical points or lexical items, CBI necessitates a dual focus. The instructor must evaluate both the students' mastery of the academic content and their developing proficiency in the target language. This dual-mandate creates a considerable methodological challenge: a student might possess a deep understanding of the content but lack the linguistic resources to express it adequately, or conversely, exhibit high linguistic fluency without a genuine grasp of the subject matter. This phenomenon, often termed 'construct-irrelevant variance' in assessment theory, can threaten the validity of evaluative judgments made in a CBI context.

Given this context, what is the most critical and complex challenge when designing a valid summative assessment for a CBI course?