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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 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.
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.
Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective offers a timely and empirically grounded account of how assessment practices are currently conceptualized and negotiated across diverse contexts. Rather than providing generalized frameworks intended to resolve issues across contexts, the editors and contributors are to be commended for bringing together empirical, contextrich case studies that capture prevailing practices and theoretical orientations in EMI settings. This volume will be particularly valuable to EMI researchers and graduate students looking for an informed entry point to the field, as well as to policymakers and teacher educators interested in the conceptual and contextual aspects that influence assessment choices in multilingual classrooms.
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.
Tables and Figures
Contributors
Acknowledgements
Jack Pun, Samantha Curle and Pramod K. Sah: Introduction
Chapter 1. Samantha Curle and Pınar 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 Honneth’s 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 Teacher–Researcher Collaboration
Chapter 13. Slobodanka Dimova: Assessment in English-Medium Instruction in Higher Education: Current Research and Future Considerations
Index