Exploring Secondary School Teachers’ Assessment Literacy and Practices in English-Medium Instruction Classrooms

Abstract

Background and Objectives: As English-Medium Instruction (EMI) becomes increasingly prevalent in Thailand, the role of assessment literacy among teachers has become more critical. With the rapid implementation of EMI programs, especially at secondary schools, there is a growing need to understand how well teachers comprehend and apply assessment principles in bilingual educational settings. However, limited research has specifically addressed the assessment competencies of teachers working in EMI classrooms in Thailand. This study aimed to investigate the level of assessment literacy among secondary school teachers who teach Science, Mathematics, and Physical Education through English as a medium of instruction in northeastern Thailand. It also aimed to explore the extent to which their classroom practices reflected their knowledge of assessment, highlighting the alignment between understanding and implementation in EMI contexts.

Methodology: A mixed-methods design was employed to gain a comprehensive understanding of the research topic. Data were collected from 54 foreign teachers of Science, Mathematics, and Physical Education working in English Program (EP) schools in northeastern Thailand. The data collection included a 30-item assessment literacy test, semi-structured interviews with 15 teachers (five from each subject area), and three classroom observation sessions, comprising one classroom observation per subject observed three times each.

Main Results: The findings revealed that most teachers demonstrated a moderate level of assessment literacy, with strengths in aligning learning objectives and understanding the purposes of formative and summative assessment. However, significant gaps remained in their knowledge of norm-referenced versus criterion-referenced assessment and assessment reliability. From the qualitative data, five key themes emerged: types of assessment used, the role of assessment in teaching, alignment with learning goals, use of formative assessment, and student involvement. Although teachers valued the role of assessment, their classroom practices did not always reflect this understanding. The integration of quantitative and qualitative results indicated that while teachers possessed a solid foundation in basic assessment principles, they struggled to apply these consistently in practice.

Discussions: The study highlighted a gap between teachers' theoretical knowledge and practical implementation. While interview responses showed awareness of effective assessment strategies, observations revealed a reliance on traditional, teacher-centered methods. Challenges such as language barriers, limited resources, and external testing pressures contributed to this disconnect. These findings suggest a need for targeted professional development to help EMI teachers apply assessment literacy more effectively in diverse bilingual classroom settings. Additionally, teachers’ differing experiences across subject areas underscored the influence of contextual factors. The results further imply that EMI teachers require not only technical understanding but also pedagogical flexibility to balance content mastery with language development.

Conclusions: The study underscores the need for context-specific professional development that enhances both basic and advanced assessment literacy in EMI classrooms. Since English is used as a medium of instruction in these settings, attention must also be paid to how language proficiency impacts assessment practices. Findings contribute to policy and teacher training discussions in bilingual educational contexts. Future research should examine how improved assessment literacy influences student learning outcomes in EMI contexts.