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.

About the Authors

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) at the University of Bath, UK, and Associate Member of the English Medium Instruction (EMI) Oxford Research Group (University of Oxford, UK).

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.

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