Emerging Assessment Needs and Solutions in EMI in Higher Education
Special issue of the Journal of English-Medium Instruction 1:2 (2022)
Editors
[Journal of English-Medium Instruction, 1:2] 2022. v, 138 pp.
Publishing status: Available
© John Benjamins
Table of Contents
-
Emerging assessment needs and solutions in EMI in higher educationSlobodanka Dimova & Joyce Kling | pp. 137–152
-
Language use in an English-medium instruction university in Lebanon: Implications for the validity of international and local English tests for admissionsMyriam Iliovits, Luke Harding & John Pill | pp. 153–179 -
Comparing EMI university reading materials with students’ reading proficiency: Implications for admission testingFranz Holzknecht, Elisa Guggenbichler, Matthias Zehentner, Monique Yoder, Eva Konrad & Benjamin Kremmel | pp. 180–203
-
EMI programs and formative assessment: Implications for the assessment literacy of content lecturersOfra Inbar-Lourie | pp. 204–231
-
An EMI lecturer’s assessment practices with engineering laboratory reportsGuzman Mancho-Barés, Sarah Khan & Marta Aguilar-Pérez | pp. 232–254
-
The Interuniversity Test of Academic English (ITACE): Assessing lecturers’ English proficiency in FlandersFrank van Splunder, Catherine Verguts, Tom De Moor & Sarah De Paepe | pp. 255–274
Introduction
Articles
