Principles of Assessing Content and Language

In English as a Medium of Instruction (EMI) contexts, assessment plays a critical role in evaluating how effectively students acquire disciplinary knowledge while simultaneously developing their English language proficiency. Unlike traditional assessment practices that focus solely on either language or content, EMI assessment must address both domains. This dual focus presents challenges, as students may understand key concepts but struggle to demonstrate that knowledge in English. Therefore, effective EMI assessment must be intentional, transparent, and growth-oriented, ensuring that students are supported rather than penalized for ongoing language development.

Research highlights that assessments in EMI should balance content mastery and linguistic competence, avoiding situations where limitations in language overshadow students’ conceptual understanding. For example, scaffolding strategies that adjust language complexity without reducing academic rigor have been shown to support more equitable assessment practices in Content and Language Integrated Learning (CLIL) and EMI contexts (Adamson & Ng, 2023). Additionally, collaboration between content specialists and language experts is crucial for designing assessments that recognize the linguistic demands of academic subjects, particularly in STEM fields (Manan & Hajar, 2024).

Scholars further emphasize that EMI instructors need a clear understanding of how language and content interact in student performance. Macaro argues that this integrated awareness strengthens the instructional and evaluative process, ensuring that language development is recognized as part of academic growth rather than a barrier to it (Macaro, 2022). Moreover, incorporating assessment criteria that explicitly address both conceptual accuracy and clarity of communication leads to fairer and more meaningful evaluation (Richards & Pun, 2021).

Ultimately, an effective EMI assessment framework must be balanced, context-sensitive, and supportive. It should value what learners know while acknowledging the ongoing development of their academic English. Such assessment practices not only promote deeper learning but also contribute to greater equity and student confidence in EMI classrooms.

1. Balancing Content Knowledge and Language Proficiency

One of the most challenging aspects of assessment in EMI courses is determining how much weight to give to language compared to content. If language is weighted too heavily, students may be penalized for their English proficiency rather than their understanding of the subject. If language is ignored, students may develop inaccurate or unclear academic communication habits that hinder their success in advanced academic and professional settings.

To address this balance, instructors can adopt a dual-assessment framework where content and language are evaluated using separate criteria. For example, a written assignment might be graded 70% on content accuracy and organization, and 30% on clarity, vocabulary use, and grammatical control. The specific weighting may vary based on course goals and learners’ proficiency levels.

2. Clarity and Transparency in Assessment Criteria

Providing clear and explicit criteria is essential for fairness in EMI assessment. Students need to understand what is being evaluated, how language factors into the grade, and what quality performance looks like. Rubrics are an effective tool because they break down expectations into observable and measurable descriptors. Importantly, rubrics should be introduced early and discussed in class to ensure shared understanding.

3. Formative and Summative Assessment in EMI

EMI assessment should not rely solely on high-stakes exams. Because students are navigating both cognitive and linguistic challenges, ongoing formative assessment can provide valuable feedback that supports learning and confidence. Examples include:

• Short reflective writing tasks
• Low-stakes quizzes
• Peer discussion summaries
• Concept explanation in small groups

Summative assessments (e.g., exams, final projects, presentations) remain important but should be designed to allow students multiple ways to demonstrate understanding.

4. Language-Sensitive Assessment Strategies

Language-sensitive assessment acknowledges that students may have correct conceptual understanding but struggle to express it fluently. Instructors can use strategies such as:

• Allowing visual supports or graphic organizers
• Grading clarity of meaning rather than perfect grammar
• Providing sentence starters for academic language
• Allowing extra time for reading-intensive tasks

These adjustments do not “lower standards”; instead, they ensure that assessments measure understanding rather than the speed of English processing.

5. The Role of Feedback

Feedback is not merely correction; it is guidance toward academic and linguistic growth. Constructive feedback in EMI contexts focuses on:

• Clarifying misunderstandings in disciplinary content
• Highlighting patterns in language use, rather than isolated mistakes
• Encouraging self-reflection and revision

Peer feedback can also be effective, especially when scaffolded with clear prompts and language frames.