ABSTRACT
Research on assessment in the EMI classroom in higher education, though still in its infancy, has already pinpointed some concerns related to assessment that may occur in an EFL context. These include the language in which the assessment should be administered; whether English should also be assessed; whether scaffolding should be provided to compensate for students’ English difficulties; and whether feedback should be given on student errors in using English. This paper presents a critical review of the current findings on assessment in the EMI classroom in higher education in Chinese-speaking contexts, examining how the concerns identified in such a classroom setting can be addressed and how teachers can create an environment that is conducive to learning through appropriate assessment practices based on a learning-oriented assessment (LOA) approach. There is also a discussion of the support and resources necessary for enhancing and sustaining EMI teachers’ professional development with regard to assessment.
