This book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms. It features contributions from diverse experts worldwide and offers a comprehensive analysis of assessment practices, emerging trends and their implications for teaching and learning. The authors emphasise inclusivity, equity and effectiveness in English-medium instruction (EMI) assessment. The chapters address a range of topics within assessment, including designing assessments for both content and language goals; addressing challenges in EMI assessment; and incorporating emerging practices such as formative assessments and translanguaging. The book also discusses policy influences on EMI assessment, teacher assessment literacy and the role of innovative technologies like AI in EMI assessments. It provides practical examples and strategies, aiming to enhance EMI assessment practices and bridge the gap between theory and classroom implementation.
This book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms.
Arvustused
This edited collection is essential reading for those interested in understanding how assessment and evaluation are being adapted in EMI programmes worldwide. Drawing on empirical work from Asia to Europe, the volume captures the intersections of assessment, language policy and internationalisation in higher education. * Ikuya Aizawa, University of Nottingham, UK * This book is recommended reading for anyone wondering about research into assessment and testing in EMI. The chapters offer valuable insights into a whole range of issues such as formative and summative assessment, online testing and AI use in EMI. Well worth reading. * John Airey, Stockholm University, Sweden * A timely and comprehensive volume that offers a rich, research-informed exploration of the often-overlooked complexities of assessment in EMI. The book arrives at a pivotal moment, as questions around the validity and equity of assessment in English-medium education continue to intensify. A must-read for educators, researchers, and policymakers navigating global English-medium education. * Nicola Galloway, University of Exeter, UK *
Muu info
Addresses the dual challenge of assessing content knowledge and language proficiency in multilingual classrooms
Tables and Figures
Contributors
Acknowledgements
Jack Pun, Samantha Curle and Pramod K. Sah: Introduction
Chapter
1. Samantha Curle and Pnar Koçer: Exploring the Frontier: Efficacy,
Challenges and Future Directions in English Medium Instruction Assessment
Practices
Chapter
2. Winfred Xuan: Understanding College Students Translanguaging
Practice in Collaborative Writing from an ESP Course: Voices from Hong Kong
Chapter
3. Karna Rana and Pramod K. Sah: University Teachers Experiences of
Online Testing in English-Medium Instruction Programmes in Nepal
Chapter
4. Jieting Jerry Xin and Yuen Yi Lo: A Multiple-Case Study of
Teachers Assessment Practices in EMI
Chapter
5. Shuang He, Weihong Wang and Yonghua (Yoka) Wang: The Washback
Effects of Assessment in a Chinese University EMI Programme
Chapter 6. Prithvi N. Shrestha: Students Academic Reading in EMI and
Assessment for Social Justice: The Case of a University in Nepal Through the
Lens of Honneths Mutual Recognition
Chapter
7. Siyan Dang and Masakazu Iino: The Use of Artificial Intelligence
in Japanese EMI Assessments: Under the Framework of Activity Theory
Chapter
8. Mo Li and Rui Yuan: EMI Teachers Perceptions and Implementation
of Assessment in Chinese Higher Education
Chapter
9. Barry Lee Reynolds and Melissa H. Yu: Established Conceptual
Frameworks for Exploring English-as-a-Medium-of-Instruction and Classroom
Assessment in Taiwan: New Perspectives for Reflecting Assessment Practices
Chapter
10. Joyce Kling and Slobodanka Dimova: An Exploratory Study to
Examine the Role of Assessment Literacy in the EMI Classroom
Chapter
11. Ron Martinez and Larissa Giordani Schmitt: Perceptions of English
Medium Instruction in Brazil: How do Students and Instructors of Varying
English Proficiency Levels Experience EMI?
Chapter
12. Wenyun Jia and Qiuyi Zhu: Assessing Students Discipline-Specific
Comprehension Ability in a Secondary English Medium Instruction Economics
Classroom: The Role of TeacherResearcher Collaboration
Chapter
13. Slobodanka Dimova: Assessment in English-Medium Instruction in
Higher Education: Current Research and Future Considerations
Index
Jack Pun is Associate Professor in the Department of English at the Chinese University of Hong Kong, Hong Kong SAR, China.
Samantha Curle is a Reader in Education (Applied Linguistics), Director of MRes Programmes in the Faculty of Humanities and Social Sciences, and Institutional Academic Lead for the South-West Doctoral Training Partnership at the University of Bath, UK. She is also Adjunct Professor at Khazar University, Azerbaijan and an Associate Member of the English Medium Instruction (EMI) Oxford Research Group at the University of Oxford, UK.
Pramod K. Sah is an Assistant Professor of English Language Education at The Education University of Hong Kong, Hong Kong SAR, China.
