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

Erscheinungsjahr 2025
ISBN: 978-1-80041-917-9
Verlag: Multilingual Matters

Buch, Englisch, 274 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 608 g

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.

Autoren/Hrsg.

Pun, Jack

Curle, Samantha

Sah, Pramod K.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen
• Mathematik | Informatik EDV | Informatik EDV & Informatik Allgemein Soziale und ethische Aspekte der EDV
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Tables and Figures

Contributors

Acknowledgements

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

Chapter 1. Samantha Curle and Pinar 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

Über Autor(innen)

Curle, Samantha
Samantha Curle is a Reader in Education (Applied Linguistics) at the University of Bath, UK, and Associate Member of the English Medium Instruction (EMI) Oxford Research Group (University of Oxford, UK).

Pun, Jack
Jack Pun is Associate Professor in the Department of English at the Chinese University of Hong Kong, Hong Kong SAR, China.

Sah, Pramod K.
Pramod K. Sah is an Assistant Professor of English Language Education at The Education University of Hong Kong. He also holds an Honorary Norham Fellow position at the Department of Education, University of Oxford. Before joining EduHK, he worked as a Postdoctoral Associate at the University of Calgary’s Werklund School of Education. He serves as the Editor-in-Chief of the Journal of Education, Language, and Ideology. The central goal of his research is to conceptualize anti-oppressive and asset-based alternatives for pedagogies (e.g., linguistically and culturally sustaining pedagogies and critical translanguaging), research, and policies.

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.