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As noted above, CLIL classes follow the regular curriculum of the content subject, and students’ progress is therefore evaluated on a regular basis (KMK, 2013b). However, there is still a lack of official regulations for the assessment of learners’ attainment in CLIL teaching (e.g., Massler & Steiert, 2011). As the CLIL approach is relatively new in the European context, many teachers are insecure about how to assess CLIL learning. According to Massler & Steiert (2011), CLIL assessment differs from regular assessment in several ways because it needs to account for the goals and objectives of two different subjects, including knowledge, competences, skills, attitudes, and behavior, for both language and content. Particularly for the elementary school context, Steiert & Massler (2011) proposed that any assessment of CLIL learning should take into consideration both components – language and content – in an integrated manner (which may differ according to the intensity of the program). Such assessments ideally include the learners’ developmental stage (as there may be a gap between the learners’ cognitive and linguistic competences) and both product and process (i.e., summative and formative assessment). Finally, it is important to make CLIL assessment transparent with respect to the question of which language will be assessed (i.e. the school language or the FL) and how much the FL will count. In some schools, for example, assessments in CLIL subjects are carried out not in the FL (e.g., English) but in the school language (e.g., German), in order to avoid a confound of FL knowledge and subject knowledge (e.g., Tel2L, 2000). More information on assessment, particularly regarding FL reading and writing skills in the bilingual elementary school context, is provided in chapter 7.8.