EMI Course Assessment: A Survey Study of the Issues

Abstract

Assessment, which can be understood both as periodic sampling and measurement, and as ongoing planning for and provision of feedback, can provide a basis for understanding the characteristics of good practices in EMI courses. As the demand for the development of EMI course assessment increases, more investigation of primary EMI teachers’ current assessment practices within their specific institutional requirements is needed. However, little research has been conducted on issues related to EMI course assessment, or to teachers’ perceptions regarding the criteria for designing assessments, and the means of modification if English is identified as the source of learning difficulty. In order to establish a better view of the current role of EMI course evaluation in Taiwan, this chapter aims to understand EMI teachers’ perceptions on designing course assessments including the format, criteria, and methods of accommodating students’ learning difficulties. This study will first examine the literature from the content and language integrated learning (CLIL) environment, particularly with regard to assessing students’ competence of content knowledge. The study will then present findings from 29 EMI teachers who have taught EMI courses at the tertiary level in Taiwan. Finally, this chapter will suggest a model framework for EMI course assessment.