Overview

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.

Full Product Details

9781800419179

Table of Contents

Reviews

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 *

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 *

Author Information

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.

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