Airey, J.
(2016) EAP, EMI or CLIL? In K. Hyland & P. Shaw, (Eds.), The Routledge handbook of English for academic purposes (pp. 71–83). Routledge. CrossrefGoogle Scholar
Assessment Reform Group
Atomi Brainwaves podcast
(2020, August 27). Dylan Wiliam on Formative Assessment. [Audio podcast episode]. https://​www​.youtube​.com​/watch​?v​=xX9t5yrTYoo
Ball, P., & D. Lindsay
(2013) Language demands and support for English-medium instruction in tertiary education: Learning from a specific context. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 44–62). Multilingual Matters. CrossrefGoogle Scholar
Beelen, J., & Jones, E.
(2015) Redefining internationalization at home. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P. Scott, (Eds.), The European higher education area. Springer. CrossrefGoogle Scholar
Birenbaum, M.
(2016) Assessment culture versus testing culture: The impact on assessment for learning. In D. Laveault & L. Allal, (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 275–292). Springer. CrossrefGoogle Scholar
Black, P., & Wiliam, D.
(1998) Inside the black box: Raising standards through classroom Assessment. Phi Delta Kappan, 92 (1), 81–90. CrossrefGoogle Scholar
(2018) Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25 (6), 551–575. CrossrefGoogle Scholar
Blondeel, E., Everaert, P., & Opdecam, E.
(2021) Stimulating higher education students to use online formative assessments: The case of two mid-term take-home tests. Assessment & Evaluation in Higher Education, 47 (2), 297–312. CrossrefGoogle Scholar
Bourn, D.
(2011) From internationalisation to global perspectives. Higher Education Research & Development, 30 (5), 559–571. CrossrefGoogle Scholar
Brookhart, S. M.
(2011) Educational assessment knowledge and skills for teachers. Educational Measurement Issues and Practices, 30 (1), 3–12. CrossrefGoogle Scholar
Calvo, S., Celini, L., Morales, A., Manuel, J., Martínez, G., & Núñez-Cacho Utrilla, P.
(2020) Academic literacy and student diversity: Evaluating a curriculum-integrated inclusive practice intervention in the United Kingdom. Sustainability, 12 (3). CrossrefGoogle Scholar
Carless, D.
(2012) From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. Routledge. CrossrefGoogle Scholar
Cenoz, J., & Gorter, D.
(2021) Pedagogical translanguaging. Cambridge University Press. CrossrefGoogle Scholar
Chalhoub-Deville, M., O’Sullivan, B.
(2020) Validity: Theoretical development and integrated arguments (pp. 158–167). Equinox. CrossrefGoogle Scholar
Chen, Q., Kettle, M., Klenowski, V., & May, L.
(2013) Interpretations of formative assessment in the teaching of English at two Chinese universities: A sociocultural perspective. Assessment & Evaluation in Higher Education, 38 (7), 831–846. CrossrefGoogle Scholar
Cohen, A. D.
(1994) The language used to perform cognitive operations during full-immersion math tasks. Language Testing, 11 (2), 171–195. CrossrefGoogle Scholar
Council of Europe
(2001) Common European framework of reference for languages: Learning, teaching, assessment. Council of Europe. Accessed from: https://​rm​.coe​.int​/16802fc1bf
(2020) Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe. Accessed from: https://​rm​.coe​.int​/common​-european​-framework​-of​-reference​-for​-languages​-learning​-teaching​/16809ea0d4
Dafouz, E. M., Camacho-Miñano, M.
(2016) Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44 1, 57–67. CrossrefGoogle Scholar
Dafouz, E., & Smit, U.
(2016) Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37 (3), 397–415. CrossrefGoogle Scholar
(2020) ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan. CrossrefGoogle Scholar
Davies, A.
(2008) Textbook trends in teaching language testing. Language Testing, 25 (3), 327–347. CrossrefGoogle Scholar
Davison, C., & Leung, C.
(2009) Current issues in English language teacher-based assessment. TESOL Quarterly, 43 (3), 393–415. CrossrefGoogle Scholar
Dearden, J.
deBoer, M. & Leontjev, D.
(Eds.) (2020) Assessment and learning in content and language integrated learning (CLIL) classrooms: Approaches and conceptualization. Springer Nature. CrossrefGoogle Scholar
Dendrinos, B.
(2019) Multilingual testing and assessment for plurilingual education. ECSPM. https://​ecspm​.org​/wp​-content​/uploads​/2019​/03​/MultiTest​.pdf
Deygers, B., & & Malone, M.
(2019) Language assessment literacy in university admission policies, or the dialogue that isn’t. Language Testing Journal, 36 (3), 347–368. CrossrefGoogle Scholar
Dimova, S.
(2020) English language requirements for enrolment in EMI programs in higher education: A European case. Journal of English for Academic Purposes, 47 1, 100896. CrossrefGoogle Scholar
Dimova, S., & Kling, J.
(2018) Assessing EMI lecturers’ language proficiency across disciplines. TESOL Quarterly, 52 (3), 634–656. CrossrefGoogle Scholar
Doiz, A., & Lasagabaster, D.
(2020) Dealing with language issues in English-medium instruction at university: A comprehensive approach. International Journal of Bilingual Education and Bilingualism, 23 (3), 257–262. CrossrefGoogle Scholar
Fulcher, G.
(2012) Assessment literacy for the language classroom. Language Assessment Quarterly, 9 (2), 113–132. CrossrefGoogle Scholar
Fuller, M. B., & Skidmore, S.
(2014) An exploration of factors influencing institutional cultures of assessment. International Journal of Educational Research, 65 1, 9–21. CrossrefGoogle Scholar
Fuller, B., Skidmore, S. T., Bustamante, R. M., & Holzweiss, P. C.
(2016) Empirically exploring higher education cultures of assessment. The Review of Higher Education 39 (3), 395–429. CrossrefGoogle Scholar
Gabriëls, R., & Wilkinson, R.
(2021) Introduction: The tension between monolingualism and multilingualism. In R. Wilkinson & R. Gabriëls (Eds.), The Englishization of higher education in Europe (pp. 11–35). Amsterdam University Press. CrossrefGoogle Scholar
Gagnon, G. W., & Collay, M.
(2001) Design for learning: Six elements in constructivist classrooms. Corwin Press.Google Scholar
García, O., & Wei, L.
(2014) Translanguaging: Language, bilingualism and education. Palgrave Macmillan Pivot. CrossrefGoogle Scholar
Giraldo, F.
(2018) Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20 (1), 179–195. CrossrefGoogle Scholar
Gröblinger, K.
(2017) What are the benefits and challenges of EMI in (international) study programs at UAS in Austria? Internationalisierung von Hochschulen – Der globale Diskurs im Kontext der Fachhochschulen. http://​ffhoarep​.fhooe​.at​/bitstream​/123456789​/956​/1​/Panel​_114​_ID​_218​.pdf
Gundermann, S., & Dubow, G.
(2018) Ensuring quality in EMI: Developing an assessment procedure at the University of Freiburg. Bulletin VALS_ASLA, 107 1, 113–125.Google Scholar
Haim, O.
(2014) Factors predicting academic success in second and third language among Russian-speaking immigrant students studying in Israeli schools. International Journal of Multilingualism, 11 (1), 41–61. CrossrefGoogle Scholar
Huang, Y-P.
(2011) English-medium instruction (EMI) content-area teachers’ (CATs’) pedagogical content knowledge of scaffoldings: A Vygotskian perspective. Taiwan Journal of TESOL, 8 (1), 1–32.Google Scholar
Hultgren, A. K., Owen, N., Shrestha, P., Kuteeva, M., & Mezek, S.
(2022) Assessment and English as a medium of instruction: Challenges and opportunities. Journal of English-Medium Instruction, 1 (1), pp. 105–123. CrossrefGoogle Scholar
Inbar-Lourie, O.
(2008a) Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25 (3), 385–402. CrossrefGoogle Scholar
(2008b) Language assessment culture. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education. Vol. 7: Language testing and assessment (2nd ed., pp. 285–300). Springer. CrossrefGoogle Scholar
(2017) Language assessment literacy. In E. Shohamy, I. Or, & S. May (Eds.), Language testing and assessment. (3rd ed.). Springer. CrossrefGoogle Scholar
Jonassen, D. H.
(1994) Thinking technology: Toward a constructivist design model. Educational Technology, 34 (4), 34–37. https://​www​.learntechlib​.org​/p​/171050/
Kao, Y. T., & Tsou, W.
(2017) EMI course assessment: A survey study of the issues. In W. Tsou & S. M. Kao (Eds.), English as a medium of instruction in higher education. Springer. CrossrefGoogle Scholar
Kozulin, A.
(1998) Psychological tools. A sociocultural approach to education. Harvard University Press.Google Scholar
Kremmel, B., & Harding, L.
(2020) Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17 (1), 100–120. CrossrefGoogle Scholar
Kruiper, S. A., Leenknecht, M. J. M., & Slof, B.
(2021) Using scaffolding strategies to improve formative assessment practice in higher education. Assessment & Evaluation in Higher Education, 47 1, 458–476. CrossrefGoogle Scholar
Lantolf, J. P., Poehner, M. E., & Swain, M.
(Eds.) (2018) The Routledge handbook of sociocultural theory and second language development. Routledge. CrossrefGoogle Scholar
Lawrence, C., Inbar-Lourie, O., & Weinberg, L.
(2017) A handbook for English medium instruction in institutions of higher education in Israel. Tempus ECOSTAR. https://​tempus​-ecostar​.iucc​.ac​.il​/emi/
Leung, C., & Valdés, G.
(2019) Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. The Modern Language Journal, 103 (2), 348–370. CrossrefGoogle Scholar
Levi, T., & Inbar-Lourie, O.
(2019) Assessment literacy or language assessment literacy: Learning from the teachers. Language Assessment Quarterly, 17 (2), 168–182. CrossrefGoogle Scholar
Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S.
(2021) Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46 (2), 236–255. CrossrefGoogle Scholar
Levrai, P., & Bolster, A.
(2019) A framework to support group essay writing in English for Academic Purposes: A case study from an English-medium instruction context. Assessment & Evaluation in Higher Education, 44 (2), 186–202. CrossrefGoogle Scholar
Li, C., & Ruan, Z.
(2015) Changes in beliefs about language learning among Chinese EAP learners in an EMI context in Mainland China: A socio-cultural perspective. System, 551, pp. 43–52. CrossrefGoogle Scholar
Li, N., & Wu, J.
(2018) Exploring assessment for learning practices in the EMI classroom in the context of Taiwanese higher education. Language Education & Assessment, 1 (1), 28–44. CrossrefGoogle Scholar
Lopez, A. A., Turkan, S., & Guzman-Orth, D.
(2017) Assessing multilingual competence. In E. Shohamy, I. Or, & S. May (Eds.), Language testing & assessment. (pp. 91–102). Springer. CrossrefGoogle Scholar
Macaro, E.
(2020) Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism, 23 (3), 263–276. CrossrefGoogle Scholar
Mannion, J.
(2021) Beyond the grade: The planning, formative and summative (PFS) model of self-assessment for higher education. Assessment & Evaluation in Higher Education, 47 1, 411–423. CrossrefGoogle Scholar
Moore, S. H.
(2017) A case study of assessment in English medium instruction in Cambodia. In B. Fenton-Smith, P. Humphries, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: Issues and challenges from policy to pedagogy (pp. 173–191). Springer. CrossrefGoogle Scholar
Morien, R. I.
(2020) A radical proposal for teaching, learning, assessment and curriculum development in higher education computer system development courses for the 21st Century. Naresuan University Journal: Science and Technology, 28 1, 50–63. CrossrefGoogle Scholar
Ngo, P. Le Hoang
(2019) English-medium instruction (EMI) in higher education: A case study of an EMI programme in Vietnam. [Unpublished doctoral thesis: University of Southampton]. http://​eprints​.soton​.ac​.uk​/id​/eprint​/435919
Nissen, C. F. R.
(2019) Blind spots of internationalization of higher education. [Unpublished doctoral thesis, Department of Nordic Studies and Linguistics: University of Copenhagen]. https://​static​-curis​.ku​.dk​/portal​/files​/222323139​/Ph​.d​._afhandling​_2019​_Nissen​.pdf
O’Dowd, R.
(2018) The training and accreditation of teachers for English medium instruction: An overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21 (5), 553–563. CrossrefGoogle Scholar
O’Dwyer, F., & de Boer, M.
(2015) Approaches to assessment in CLIL classrooms: Two case studies. Language Learning in Higher Education, 5(2), 397–421. CrossrefGoogle Scholar
Organisation for Economic Co-operation Development
(2016) Trends Shaping Education 2016. CrossrefGoogle Scholar
Otto, A., & Estrada Chichón, J. L.
(2021) Analysing EMI assessment in higher education. Revista Tempos e Espaços em Educação, 14 (33), e15475 CrossrefGoogle Scholar
Poehner, M. E.
(2013) Dynamic assessment in the classroom. In A. J. Kunnan (Ed.), The companion to language assessment, Vol.2, (pp.677–692). Wiley. CrossrefGoogle Scholar
Poehner, M. E., & Inbar-Lourie, O.
(Eds.) (2020) Towards a reconceptualization of L2 classroom assessment: Praxis and researcher- teacher partnership. Springer. CrossrefGoogle Scholar
Sahan, K.
(2021) In conversation with Ernesto Macaro on English medium instruction. RELC Journal, 52 (2), 334–341. CrossrefGoogle Scholar
Scarino, A.
(2013) Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and teacher learning. Language Testing, 30 (3), 309–327. CrossrefGoogle Scholar
Schein, E. H.
(2004) Organizational culture and leadership (3rd Edition). John Wiley & Sons.Google Scholar
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P.
(2020) Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 1031, Article 101602. CrossrefGoogle Scholar
Schissel, J. L., Leung, C., & Chalhoub-Deville, M.
(2019) The construct of multilingualism in language testing. Language Assessment Quarterly, 16 (2), 1–6. CrossrefGoogle Scholar
Schmidt-Unterberger, B.
(2018) The English-medium paradigm: A conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 21 1, 527–539. CrossrefGoogle Scholar
Shepard, L. A.
(2006) Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed), (pp. 623–646). Praege.Google Scholar
(2019) Classroom assessment to support teaching and learning. The ANNALS of the American Academy of Political and Social Science, 683 (1), 183–200. CrossrefGoogle Scholar
Shohamy, E.
(2001) The power of tests: A critical view of the uses of language tests. Pearson, Longman. CrossrefGoogle Scholar
(2011) Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal, 95(3), 418–429. CrossrefGoogle Scholar
(2012) A critical perspective on the use of English as a medium of instruction at universities. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 196–213). Longman. CrossrefGoogle Scholar
Sierens, S., & Van Avermaet, P.
(2014) Language diversity in education: Evolving from multilingual education to functional multilingual learning. In D. Little, C. Leung, and P. Van Avermaet (Eds.), Managing diversity in education: Languages, policies, pedagogies (pp. 204–222). Multilingual Matters. CrossrefGoogle Scholar
Smit, U. & Dafouz, E.
(2012) Integrating content and language in higher education: Gaining insights into English-medium instruction at European universities. AILA Review, 25 (1), 1–12. CrossrefGoogle Scholar
TAEC EMI Handbook
Takagi, H.
(2015) The internationalisation of curricula: The complexity and diversity of meaning in and beyond Japanese universities. Innovations in Education and Teaching International, 52 (4), 349–359, CrossrefGoogle Scholar
(2018) Development of English-medium instruction as a key for internationalizing the curriculum in Japan. In A. Bradford & H. Brown (Eds.), English-medium instruction in Japanese universities, (pp. 51–70). Multilingual Matters. CrossrefGoogle Scholar
Taylor, L.
(2013) Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30 (3), 403–412. CrossrefGoogle Scholar
Turner, C. E., & Purpura, J. E.
(2016) Learning-oriented assessment in second and foreign language classrooms. In D. Tsagari & J. Baneerjee (Eds.), Handbook of second language assessment (pp. 255–272). De Gruyter. CrossrefGoogle Scholar
Van Parijs, P.
(2021) Englishization as trap and lifeline. In R. Wilkinson & R. Gabriëls (Eds.), The Englishization of higher education in Europe (pp. 355–368). Amsterdam University Press. CrossrefGoogle Scholar
van Splunder, F.
(2021) Higher education in Flanders: English as the ‘other’ language’. In R. Wilkinson & R. Gabriëls (Eds.), The Englishization of higher education in Europe. Amsterdam University Press. CrossrefGoogle Scholar
Vogt, K., & Tsagari, D.
(2014) Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11 (4), 374–402. CrossrefGoogle Scholar
Walkinshaw, I., Fenton-Smith, B., & Humphreys, P.
(2017) EMI issues and challenges in Asia-Pacific higher education: An introduction. In B. Fenton-Smith, P. Humphries, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: Issues and challenges from policy to pedagogy (pp. 1–18). Springer. CrossrefGoogle Scholar
Wanner, T., & Palmer, E.
(2018) Formative self-and peer assessment for improved student learning: The crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43 (7), 1032–1047. CrossrefGoogle Scholar
Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A.
(2012) Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37 (6), 747–760. CrossrefGoogle Scholar
Wicking, P.
(2020) Formative assessment of students from a Confucian heritage culture: Insights from Japan. Assessment & Evaluation in Higher Education, 45 (2), 180–192. CrossrefGoogle Scholar
Wilkinson, R., Zegers, V.
(2006) Introduction. In R. Wilkinson, V. Zegers & C. van Leeuwn. (Eds.), Bridging the assessment gap in English-medium higher education (pp. 25–39). AKS-Verlag Bochum. CrossrefGoogle Scholar
Wilkinson, R., & Zegers, V.
(2006) Assessing incipient linguistic competences: An institutional perspective. In R. Wilkinson, V. Zegers, & C. van Leeuwen (Eds.), Bridging the assessment gap in English-medium higher education (pp. 61–76). AKS-Verlag Bochum.Google Scholar
Wingate, U., Andon, N., & Cogo, A.
(2011) Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education 12 (1), 69–81. CrossrefGoogle Scholar
Wu, Q., & Jessop, T.
(2018) Formative assessment: Missing in action in both research-intensive and teaching focused universities? Assessment & Evaluation in Higher Education, 43 (7), 1019–1031. CrossrefGoogle Scholar
Xu, Y., & Brown, G. T.
(2016) Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58 1, 149–162. CrossrefGoogle Scholar
Zhou, J.
(2016) A dynamic systems approach to internationalization of higher education. Journal of International Education and Leadership, 6 (1), 1–14. https://​luis​-miguel​-villar​-angulo​.es​/wp​-content​/uploads​/2017​/09​/Zhou​-2016​.pdf