TY - CHAP
T1 - EMI Course Assessment
T2 - A Survey Study of the Issues
AU - Kao, Yu Ting
AU - Tsou, Wenli
N1 - Funding Information:
National Institutes of Health grant No. AR
Publisher Copyright:
© 2017, Springer Nature Singapore Pte Ltd.
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
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U2 - 10.1007/978-981-10-4645-2_11
DO - 10.1007/978-981-10-4645-2_11
M3 - Chapter
AN - SCOPUS:85114057990
T3 - English Language Education
SP - 183
EP - 205
BT - English Language Education
PB - Springer Science and Business Media B.V.
ER -