Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective

Jack Pun, Samantha Curle, Pramod K. Sah

• Publisher: Multilingual Matters
• Year: 2025
• Print ISBN:
  9781800419179
• eBook ISBN:
  9781800419193
• Topic: Languages & Linguistics
• Subtopic: Social Aspects in Computer Science
• Index: Languages & Linguistics

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.

Table of contents

• Cover
• Halftitle
• Title
• Dedication
• Copyright
• Contents
• Tables and Figures
• Contributors
• Acknowledgements
• Introduction
• 1. Exploring the Frontier: Efficacy, Challenges and Future Directions in English Medium Instruction Assessment Practices
• 2. Understanding College Students’ Translanguaging Practice in Collaborative Writing from an ESP Course: Voices from Hong Kong
• 3. University Teachers’ Experiences of Online Testing in English-Medium Instruction Programmes in Nepal
• 4. A Multiple-Case Study of Teachers’ Assessment Practices in EMI
• 5. The Washback Effects of Assessment in a Chinese University EMI Programme
• 6. 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
• 7. The Use of Artificial Intelligence in Japanese EMI Assessments: Under the Framework of Activity Theory
• 8. EMI Teachers’ Perceptions and Implementation of Assessment in Chinese Higher Education
• 9. Established Conceptual Frameworks for Exploring English-as-a-Medium-of-Instruction and Classroom Assessment in Taiwan: New Perspectives for Reflecting on Assessment Practices
• 10. An Exploratory Study to Examine the Role of Assessment Literacy in the EMI Classroom
• 11. Perceptions of English Medium Instruction in Brazil: How do Students and Instructors of Varying English Proficiency Levels Experience EMI?
• 12. Assessing Students’ Discipline-Specific Comprehension Ability in a Secondary English Medium Instruction Economics Classroom: The Role of Teacher–Researcher Collaboration
• 13. Assessment in English-Medium Instruction in Higher Education: Current Research and Future Considerations
• Index