Jordan,Cambridge:

Strevens’ (cited in Jordan, 1997) list of criteria still applies, only include what is required by
the learner’s purposes viz. restriction, selection, themes and topics, and communicative
needs.

The purpose of evaluation is ‘to collect information systematically in order to indicate the
worth or merit of a programme or a project and to inform decision making both from the
point of view of development and the end product.

Testing is only one component in the evaluation process (Rea-Dickins & Germaine, 1992)

Rea-Dickins, P. and K. Germaine. 1992. Evaluation. Oxford: Oxford University Press

We shall look at evaluation more generally under the umbrella term ‘feedback’

Testing in ESP needs to establish whether learners can communicate in the field specific
target language and use knowledge of the field in order to achieve their functional and
communicative aims.

Testing:
- Entrance test: to determine whether or not the students’ language level is
appropriate for the course (it might be too low or to high)
- Progress test: (every four weeks or so) to provide information and progress being
made and areas of difficulty remaining, screening and indicating what help is still
needed
- Achievement/attainment test: to see if the students have learned what they have
should been taught. It may be used to reflect the language needs of the target
situation and contain a simulation of study skills in use
- Performance-based test: which contain simulated real-life tasks, reading several
extracts from journals in order to write an essay. (Robinson, 1991)

Robinson, P.C. 1991. ESP today: A Practitioner’s Guide. Hemel Hempstead: Phoenix ELT.

There are two main types of evaluation that are utilised to obtain information about the
course itself, which are formative and summative.
First, formative/continuous can be done by weekly tutorials where the students meet the
tutors. As a result of this feedback, aspects of the course can be adapted in an ongoing way.

Second, summative evaluation will ask the students to fill the questionnaire anonymously
include questions relating to the content and organisation of the course.

After getting the feedback from the evaluation, post-course evaluation might be used to
check on departments’ perception of the effectiveness of the course, its strengths and
weaknesses (Tonkyn et al, 1993). All of the evaluation are invaluable as a check on
appropriateness and effectiveness of the course content and its methodology to the
students’ future needs.
Tonkyn, A., C. Locke, P. Robinson and C. Furneaux. 1993. The EAP teacher: prophet of doom
or eternal optimist?- EAP teachers’ predictions of students’ success. In G. M. Blue
(Ed)Language Learning and Success: Studying through English. Developments in ELT. Hemel
Hempstead: Phoenix ELT.