Peer and Self-Assessment in EMI

Assessment plays a foundational role in English as a Medium of Instruction (EMI) environments, where both content mastery and academic language proficiency intersect. Within this context, peer and self-assessment practices have gained increasing attention as strategies that empower students to take ownership of their learning, enhance metacognitive awareness, and develop critical academic communication skills in English. Unlike purely instructor-driven assessment, peer and self-assessment shift the evaluative focus from hierarchical feedback to collaborative and reflective learning processes. This aligns closely with the learner-centered pedagogies widely promoted in postgraduate TESOL programs and higher education globally.

Understanding Peer Assessment in EMI

Peer assessment involves students evaluating one another’s work based on clear assessment criteria or rubrics. In EMI classrooms, this process serves dual pedagogical roles: it supports content learning and reinforces communication in English through academic discussion, justification of evaluations, and negotiated meaning.

Peer assessment within English as a Medium of Instruction (EMI) fosters critical evaluation and constructive feedback among students, enhancing their academic writing capabilities. Research shows that when graduate students apply critical reading strategies during peer assessment, the feedback they exchange becomes a valuable resource for improving their revision processes and overall written work (Dewi, 2022). In English as a Foreign Language (EFL) contexts, peer feedback has also been found to promote writing independence and self-reliance, encouraging students to take greater ownership of their learning (Ali, 2021).

Collaborative peer assessment activities form a core component of formative assessment, allowing students to articulate their reasoning, evaluate writing quality, and strengthen their academic communication skills. Such engagement supports the development of writing autonomy and reflective learning practices, which are essential in EMI settings (Shu, 2024). Moreover, instructional models that incorporate peer review have been positively evaluated, with several studies recommending its deliberate integration to enhance both writing instruction and student engagement (Ma, 2023).

A meta-analysis highlights that although the effectiveness of peer feedback may vary, refining peer assessment practices across different learning contexts can deepen our understanding of its impact in second language writing (Vuogan & Li, 2022). Importantly, discussing and applying quality criteria during peer assessment promotes deeper comprehension than receiving instructor feedback alone. When students explain why a piece of work meets or does not meet expectations, they must use precise academic vocabulary and demonstrate critical reasoning.

In EMI environments, this process becomes both a content learning and language learning opportunity. Students must not only understand disciplinary concepts but also express evaluative judgments in English, thereby strengthening their academic literacy and communicative competence. Thus, peer assessment supports meaningful learning by integrating knowledge construction, language development, and collaborative engagement.

Self-Assessment and Reflective Learning

Self-assessment requires students to reflect on their own performance, evaluating strengths, weaknesses, and development targets. In EMI contexts, this reflection extends beyond content mastery: it includes awareness of linguistic clarity, classroom participation, and academic discourse strategies.

Encouraging postgraduate TESOL learners to evaluate their own performance also models reflective teaching practice, which is essential for future educators planning to teach in EMI settings themselves.

Benefits of Peer and Self-Assessment in EMI

• Promotes active engagement with content and assessment criteria.
• Develops academic communication and feedback-giving skills in English.
• Strengthens metacognitive awareness and self-regulated learning.
• Encourages supportive, collaborative classroom cultures.
• Aligns with authentic academic and professional evaluation practices.

Challenges and Considerations

Despite their benefits, peer and self-assessment require careful scaffolding. Students may initially lack confidence in evaluating peers or may be influenced by interpersonal relationships. Clear assessment criteria, rubrics, and guided training in giving constructive feedback are essential. Cultural norms surrounding critique and saving face may also influence participation in some Asian contexts. Therefore, instructors should frame assessment as collaborative improvement rather than judgment.

Strategies for Successful Implementation

1. Introduce rubrics in clear, student-friendly language.
2. Model how to give constructive, respectful feedback.
3. Use structured feedback forms or digital templates.
4. Begin with low-stakes activities to build confidence.
5. Encourage reflection on both giving and receiving feedback.

Digital platforms within Moodle—such as workshop activities, forums, and collaborative documents—can streamline peer evaluation and create transparent learning records.