Assesment in ESP

ASSESSMENT OF ESP

 ASSESSMENT does not stand alone, but occupies a

prominent place in the ESP process,
 giving an ESP teacher a wealth of information on the
effectiveness and quality of learning and teaching.
 Assessment instruments are needed in ESP

 to give learners an opportunity to show what they have

learned and what they can do with the language. they
have learned by being given the same instructions and
the same input under the same conditions
 to get a “ second opinion ” about students ’ progress
and help confirm teachers ’ own assessments and help
them make decisions about students ’ needs.
 tests are needed to provide for some standardization by
which teachers and other stakeholders judge
performance and progress,
 tests help to ensure that student progress is judged in the
same way from one time to the next, in other words, that
the assessments are reliable
Three Qualities of Specific Purpose Language

 Language use varies with context

 Specific purpose language is precise
 there is an interaction between specific purpose
language and specific purpose background
knowledge
 TYPES OF ASSESSMENT FOR ESP

 CONTINUOUS ASSESSMENT
 FORMATIVE ASSESSMENT
 SELF-ASSESSMENT
 SUMATIVE ASSESSMENT
 TRADITIONAL SUMMATIVE ASSESSMENT
 Continuous assessment

 is assessment by the teacher and possibly by the

student of class performances, pieces of work and
projects throughout the course.
 This type of assessment implies assessment which is
integrated into the course and which contributes in
some cumulative way to the assessment at the end of
the course. It normally includes a series of focused
tasks.
 Formative assessment

 refers to assessment that is specifically intended to

provide feedback on performance to improve and
accelerate learning.
 Formative assessment takes place as the course is in
progress and provides information about how well
the students are doing – what they have achieved,
what they need to work on, and how well the course
is meeting their needs.
 Self- and peer-assessments

 Are considered vehicles to improve learning.

 Self- assessment answers the question "How am I
doing?“
 The aim of self-assessment is to promote
autonomous lifelong learning.
 Dickinson has three reasons for using self-
assessment:
 1. Assessment leading towards evaluation is an
important educational objective in its own right.
Training learners in this is beneficial to learning.
 2. Self-assessment is a necessary part of self-
determination.
 3. Self-assessment lessens the assessment burden on
the teacher.
 Summative assessment

 sums up students’ attainment at the end of the

course with a grade.
 It provides information about their overall
achievements, i.e. whether they achieved the
learning outcomes, and the overall effectiveness of
the course.
 Traditional summative assessment

 Techniques generally take the form of exams, in class

tests, and assignments.
 Such techniques when applied alone can often lead
students to “play a strategic game” whereby the
learning becomes secondary to completing the task
and receiving a grade.
 Summative assessment rarely includes qualitative
feedback, which is a vital aid to personal
development.