Language-Sensitive Assessment Design

Language-sensitive assessment refers to the careful development of evaluation practices that acknowledge the role of language in demonstrating content understanding. In English as a Medium of Instruction (EMI) contexts, students are expected to learn disciplinary content while simultaneously navigating English as an additional language. Therefore, assessments must be designed to accurately evaluate conceptual knowledge without unfairly disadvantaging learners based on their language proficiency.

Research shows that students often prefer multiple-choice formats for evaluating English language skills because these assessments focus more on factual recall and reduce the linguistic burden associated with producing extended written responses. In contrast, essay-based assessments may obscure students’ mastery of subject content when language barriers interfere with their ability to express ideas clearly (Terence, 2022).

Establishing valid performance indicators for academic English proficiency is crucial to ensure appropriate student placement and preparedness for EMI programs. Such assessment tools help determine whether learners can engage effectively with academic content delivered in English (Nakhornsri, 2020). However, critiques of widely used assessments—such as the WIDA tests—suggest that they often measure language ability more than actual subject understanding, raising questions about construct validity in evaluating English learners (Patterson & Schneider, 2024; Salazar et al., 2022).

Writing assessments further illustrate the complexity of language-sensitive assessment design. Many students experience anxiety when required to demonstrate knowledge through extended writing, as linguistic difficulty can overshadow conceptual understanding (Solangi et al., 2021). These cases highlight the need for assessment approaches that are fair, inclusive, and reflective of the dual learning goals in EMI: academic content mastery and development of academic English competence.

Why Language Sensitivity Matters in EMI

In EMI courses, assessments that rely heavily on complex linguistic structures may obscure learners’ true understanding. For example, a student may fully understand a scientific concept but struggle to express it in English due to vocabulary limitations. Without language-sensitive assessment design, their performance may reflect language skills rather than conceptual learning.

This issue is particularly relevant in multilingual regions across Asia, where students come from varied educational backgrounds. Research consistently shows that when assessments are linguistically overloaded, they contribute to higher anxiety, reduced participation, and widening inequality among learners.

Balancing Content and Language

Language-sensitive assessment requires teachers to clarify whether they are evaluating:

• The student’s understanding of content
• The student’s command of academic English
• Or both, to different degrees

The balance depends on the learning outcomes of the course. For instance, an EMI engineering course should primarily evaluate engineering knowledge, whereas an academic writing course may prioritize language.

Practical Strategies for Language-Sensitive Assessment

Teachers can adopt several techniques to reduce linguistic barriers while maintaining academic rigor:

• Use clear and concise wording in exam questions.
• Provide glossaries or define key terminology.
• Allow multiple formats for demonstrating understanding (e.g., diagrams, oral explanations, concept maps).
• Use rubrics that separate content accuracy from language clarity.

Designing Rubrics with Sensitivity

Rubrics are essential in promoting transparency and fairness. A language-sensitive rubric may include two scoring dimensions:

1. Content Accuracy and Depth – Understanding, reasoning, and application of ideas
2. Language Effectiveness – Clarity and appropriateness of English used

This separation ensures that students who are still developing English proficiency are not disadvantaged in demonstrating their academic thinking.

Supporting Learners Through Feedback

Feedback in EMI classrooms should be developmental rather than purely corrective. Instead of focusing only on grammar or vocabulary errors, teachers should highlight how students can improve clarity of explanation, structure of ideas, or choice of key terminology. Constructive, encouraging feedback helps reduce anxiety and builds confidence.

Global and Regional Perspectives

In many Asian universities transitioning to EMI, language-sensitive assessment is viewed not as a compromise, but as an equity practice. By designing assessments that reflect both language and content, educators support a more inclusive learning environment aligned with goals of internationalization and academic integrity.