Assessment in EMI in the higher education context of Taiwan

English as a medium of instruction (EMI) has been adopted as an official education policy in Taiwan, leading to a significant expansion of EMI programs across universities in recent years. Substantial resources have been allocated to enhance teachers’ professional development in EMI. The purpose of this study is twofold. First, it uses a questionnaire to examine EMI teachers’ self-reported assessment practices in their classrooms and their perceived levels of skillfulness in assessment techniques. Second, it explores the challenges and assessment training needs of EMI teachers through interviews. The findings indicate a growing awareness among EMI teachers of the effect of instructional medium on learning, leading them to employ supportive strategies in assessment. However, additional guidance on assessment is needed to reduce excessive reliance on personal experiences. The results of this study underscore the need for institute-level guidelines, institutional support, and targeted professional development in assessment to ensure effective practices that align with the goals of EMI. These findings have significant implications for improving EMI teacher assessment literacy and advancing EMI professional development courses within an EFL context.

近年來，臺灣將英語為授課語言（EMI）納入官方教育政策，此舉促使各大學積極發展並擴展EMI課程。為強化教師在EMI教學中的專業發展，政府也投入了大量資源。本研究主要有兩個目的。首先，我們透過問卷調查，請EMI教師自我報告其在課堂中的評量實踐方式，並評估其對自身評量技術熟練程度的認知。其次，我們透過訪談深入探討EMI教師在評量方面面臨的挑戰與專業發展需求。研究結果顯示，EMI教師日益意識到授課語言對學習成效的影響，這促使他們在評量中採用支持性策略。然而，為減少教師過度依賴個人經驗進行評量，仍需提供更多針對EMI評量的具體指導。本研究的發現凸顯了制定校內指導方針、提供制度性支持，以及規劃EMI評量相關專業發展課程的重要性，以確保EMI教學目標得以實現。這些發現有助提升EMI教師的評量素養，並優化英語為外語（EFL）環境中的EMI 專業發展課程。