ESP TEST: OBJECTIVES, CHARACTERISTICS AND STRATEGIES

2.11 ESP TEST: OBJECTIVES, CHARACTERISTICS AND STRATEGIES

Language testing is generally associated with some formal assessment procedures
such as tests and examinations. These tests are carried out at specified times and serving a
variety of purposes. This part investigates the main objectives and characteristics of ESP
testing. Also, it highlights the different common strategies used by ESP practitioners to
test the learners linguistic performance.
2.12 The Relationship between Needs Analysis, Course Design and Testing:
The main two objectives of testing in ESP are, firstly, to measure the linguistic
performance ability of learners in specific discipline (nursing, engineering, Business) to see
weather the objectives of needs analysis have been accomplished or not. This fact indicates
that the essential measuring criterion for the success of an ESP class is to compare it with
the already well defined objectives that were highlighted in the needs analysis stage. In this
respect, Douglas (2000) states that if an awareness of the learners' needs shapes the design
of an ESP course and teaching materials, then the analysis of the learner's target language
use situations is the first and perhaps the most important stage in designing an ESP test.
Secondly, testing is considered an ongoing process of learning that aims at increasing the
learners self esteem by providing them with a sense of accomplishment. Dudley-Evans and
St. John (1998) recommend that evaluation of ESP classes should not intend to give a
pass/fail grading, instead it should be considered as an aid to learning. Grading normally
can generate a sense of insecurity to the learners, which affects their self-esteem. They point
out that ESP testing and assessment processes encompass benefits such as reinforcement,
confidence building, involvement and building on strengths. Furthermore, testing is
intended to provide the ESP practitioner with a wealth of information on the effectiveness
and quality of learning and teaching. The results of tests give insights both to the tutor as
well as the learner. The tutor can make amendments on the teaching methods, teaching

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ESP TEST: OBJECTIVES, CHARACTERISTICS AND STRATEGIES

material and course designing. It reflects the extent to which the teaching strategies are
relevant and effective to meet the learning wants.
Therefore, there is a strong and tied relationship between needs analysis, course
design and testing. They are strongly interrelated and they all aim at accomplishing the
learning objectives of a specific ESP discipline. Dudley-Evans and St. John (1998) present a
figure that clearly states the relationship and the interaction between the different
components of ESP. As shown in Figure 1 assessment interacts with needs analysis, and is
dependent on course and syllabus design.

Figure 1: The interaction of Teaching Components in ESP (Dudley-Evans and St. John 1998:
121)

2.13 ESP Evaluation: Characteristics and Strategies

Researchers and ESP professionals have set many characteristics of ESP evaluation
criteria. They believe that it is different to a larger extent from the traditional methods of
evaluation. The most important factor that characterize ESP test is authenticity. Authenticity
of task refers the similarity of the test task to the target language use situation. Douglass
(2000) states that the more authentic a text or task is, the more probable it is for the test
taker to carry out the test task in the same way, as he/she would perform it in the actual

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ESP TEST: OBJECTIVES, CHARACTERISTICS AND STRATEGIES

target situation. Thus, authentic texts and tasks are representative of the specific language
use situation or similar to the tasks a test taker actually performs in his/her work. In other
words, the testing time should engage the learners to a variety of oral and written tasks and
activities similar to those real life situations. Tests should be similar to real life situation in
terms of form and content. Both form and field specific content knowledge closely interact
to provide a natural communicative situation that to a larger extent resembles the probable
situations that the learner is facing or will face in their working experience. Douglass (2000:
63) suggests that test makers should care for testing competence rather than intelligence. He
points out the main features of an ESP test:
ESP test designers should provide situations and activities, which are as
engaging and realistic as possible for learners. Seen from this point,
teachers should devise such test tasks, which enable the learner to see the
connection between language uses required in tests (which are mostly
simulations) and real-life language uses.
In addition to authenticity, many authors such as Bachman and Palmer (1996),
Douglas (2000) and Dudley-Evans and St. John (1998) think that reliability, validity,
practicality and economy are among the most crucial factors affecting the quality of a test in
a positive or negative way. Tratnik (2008: 4) summarizes the essential features of ESP tests:
ESP tests are related in content, themes and topics to particular disciplines, and
involve a higher degree of language specificity. Special lexical, semantic and
syntactic characteristics of technical language, in addition to its communicative
function enable people in a particular academic, professional or vocational field
to convey the meaning more specifically. Precision in language is therefore a
unique concept in specific purpose language testing.
(www.sdutsj.edus.si/ScriptaManent/2008_4_1/tratnik.html)

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ESP TEST: OBJECTIVES, CHARACTERISTICS AND STRATEGIES

ESP tests are designed on the basis of the linguistic features of the specialist area of
work or study. Tests designed for Business negotiations are likely to focus more on the
linguistic oral performance of learners. On the other hand, tests intended for secretary and
office work are more likely to focus on written skills. The type or the discipline of ESP does
not require only special course designing and material but it necessitates also special type of
evaluation methods as Dudley-Evans and St. John (1998: 212)believe.
The emergence of ESP as a new field of teaching requires the design of new ways of
testing learners. The most widely known method of the so called alternative testing is the
portfolio. The main idea behind this strategy of testing is that it provides a long term and an
on-going testing and it is characterized by the active participation and interference of
learners in the evaluation process. On the other hand, the strategy covers different activities
of different skills that reflect the learners achievement throughout a given period of time.
The notion of testing then moves away from being a product into being a process. Nunes
(2004) points out that the definition of the portfolio can shift from product to process
according to the context and design of its development. Portfolios contain a wide variety of
materials including teacher notes, students reflections, summaries, and audiotapes of
student talks. An important dimension of portfolio assessment is active student involvement
in the process of assessment. The rational behind portfolio is to be able to test the learners
development in different written and oral skills in different times and circumstances. So,
Following Banta (2003), there are five key characteristics of portfolio; it is an alternative to
traditional testing; comprehensive ways to assess students knowledge and skills;
authenticity of assessment; students active participation in the evaluation process; and
simultaneous development of students reflective thinking.
The positive effects of portfolio assessment are numerous. On the one hand, this
evaluation strategy respects the core of ESP classes of learners participation and

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ESP TEST: OBJECTIVES, CHARACTERISTICS AND STRATEGIES

centeredness. On the other hand, it enables the teachers to have a clear and comprehensive
view about their students learning development. Tierney et all (1991: 59) sums up the main
qualities of portfolio assessment and its positive effects on the learning process as well as
the learners development.
Portfolio is an informative assessment tool that documents individual learners
progress over time in specific areas recognized in the syllabus, facilitates their
reection on the weakness, strengths and needs so that they can set personal
goals towards the objectives. portfolios provide a good ground for teacherlearner communication about what and how much effort to be made
towards

learning objectives. This is also aligned with the designers

fundamental perception of the present course as learning-centered.

Conversely, some authors and teachers highlight some negative aspects of portfolio
assessment methods. They claim that it imposes an additional burden on the teachers
shoulders. To many teachers, portfolio assessment seems to be very demanding and time
consuming regarding the number of students and classes. On the one hand, this evaluation
requires that teachers are required to identify needs, design courses, bring material and
evaluate the course objectives. Yet, portfolio assessment has been regarded by many
teachers as a worthwhile burden with tangible results in instruction and student motivation.

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