Analysing EMI assessment in higher education

  1. Otto, Ana 1
  2. Estrada Chichón, José Luis
  1. 1 Madrid Open University
  2. 2 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Revue:
Revista Tempos e Espaços em Educação

ISSN: 2358-1425

Année de publication: 2021

Volumen: 14

Número: 33

Type: Article

DOI: 10.20952/REVTEE.V14I33.15475 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Revista Tempos e Espaços em Educação

Résumé

This research article reveals current English as a Medium of Instruction (EMI) lecturers’ assessment practices in a medium-sized (i.e., 12,000 students) private university in Madrid, Spain. The investigation aims to analyse how EMI assessment is conducted; what are the most popular assessment tools that EMI lecturers use; and the role that English as a foreign language plays in EMI teaching. Moreover, this is a mixed-methods research investigation in which data were obtained throughout two tools: One questionnaire (Otto, 218) and two focus groups. All in all, the study clearly verifies that EMI lecturers are not trained enough in terms of EMI teaching in general, and assessment in particular. There are no significant differences between EMI and non-EMI assessment tools, apart from the fact that summative assessment mainly prevails over formative assessment. Final recommendations are provided regarding accurate EMI assessment practices after empirical evidence was gathered.

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