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

Name: Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective
Brand: Multilingual Matters
Price: 24.49 EUR
Availability: OnlineOnly

Jack Pun Samantha Curle Pramod K. Sah(Herausgeber*in)

Multilingual Matters (Verlag)

Erschienen am 26. Juni 2025

292 Seiten

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Beschreibung

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.

Rezensionen / Stimmen

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 *

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Inhalt

Tables and Figures

Contributors

Acknowledgements

Jack Pun, Samantha Curle and Pramod K. Sah: Introduction

Chapter 1. Samantha Curle and Pinar Kocer: 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

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