Assessment Practices in Vietnamese Universities: Emi Teachers’ Perceptions

Abstract

The rapid proliferation of English-Medium Instruction (EMI) in Vietnamese higher education has intensified scholarly attention to the ways in which assessment is conceptualised and implemented in EMI contexts. This study explores teachers’ beliefs regarding assessment practices and investigates their perceived implications for student learning. Employing an explanatory sequential mixed-methods design, the study comprised a quantitative survey of 120 EMI teachers from four universities in southern Vietnam, followed by qualitative interviews to provide contextualised interpretations of the survey results. Data were gathered using a structured questionnaire addressing key dimensions of assessment, including fairness, transparency of assessment criteria, instructional–assessment alignment, feedback effectiveness, and preferences for assessment formats. The findings indicate a strong preference among teachers for diversified assessment approaches, while also revealing persistent concerns about the transparency of assessment criteria and the pedagogical value of feedback. These findings underscore the need for more coherent assessment design, sustained professional development, and evidence-informed institutional policies to strengthen assessment quality and promote student learning in Vietnamese EMI higher education.