Assessment of English for special Purposes

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ASSESSMENT OF ESP
Acco rding to Dudley-Evans and St. Jo hn (1998)
ASSESSMENT doesnot stand alone,
but occupiesaprominent placein
theESPprocess,
giving an ESPteacher awealth of
information on theeffectiveness
and quality of learning and
teaching.

Dudley-Evans and St. John (1998: 210) add that:
ASSESSMENT »encompasses
benefits such as
reinforcement, confidence
building,
involvement and building on
strengths«.
ASSESSMENT OF ESP

CONTINUOUSASSESSMENT
FORMATIVE ASSESSMENT
SELF-ASSESSMENT
SUMATIVE ASSESSMENT
TRADITIONAL SUMMATIVE
ASSESSMENT
TYPES OF ASSESSMENT FOR ESP

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.
5 TYPES OF ASSESSMENT

Formative assessment refers to
assessment that is specifically
intended to provide feedback on
performance to improve and
accelerate learning [18]. 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
areconsidered vehiclesto
improvelearning. Self-
assessment answersthe
question "How am I doing?“
Theaim of self-assessment is
to promoteautonomous
lifelong learning.

Dickinson has three reasons for using self-assessment:
1. Assessment leading towards
evaluation isan important
educational objectivein itsown
right. Training learnersin thisis
beneficial to learning.
2. Self-assessment isanecessary
part of self-determination.
3. Self-assessment lessensthe
assessment burden on theteacher.

Summative assessment sums
up students’ attainment at the
end of thecoursewith agrade. It
providesinformation about their
overall achievements, i.e.
whether they achieved the
learning outcomes, and the
overall effectivenessof the
course.

Traditional summative assessment
techniquesgenerally taketheform of
exams, in classtests, and assignments.
Such techniqueswhen applied alonecan
often lead studentsto “play astrategic
game” whereby thelearning becomes
secondary to completing thetask and
receiving agrade. Summative
assessment rarely includesqualitative
feedback, which isavital aid to personal
development.

ASSESSMENT STRATEGIES IN ESP COURSE AS A WAY
FOR MOTIVATING STUDENT LEARNING
1.Motivation as an Incentive for
Learning
2. The Role of Materials and
Methods in Motivating Students’
Learning
3. Researching Student Attitudes to
Assessment
4. Assessing Students: What, Why
and How

Motivation as an Incentive for
Learning
Motivation iseagernessand willingness
to do something without needing to be
told or forced to do it. Motivation isa
desireto achieveagoal, combined with
theenergy to work towardsthat goal.
Studentswho aremotivated havea
desireto undertaketheir study and
completetherequirementsof their
course.

Motivation as an Incentive for
Learning
Many researchersconsider
motivation asoneof themain
elementsthat determine
successin developing a
foreign language; it
determinestheextent of
active, personal involvement
in languagelearning

Motivation is characterized by
two main types
INTRINSIC
MOTIVATION
INTRINSIC
MOTIVATION
that is described as when students are
seeking intellectual stimulation from their
studies.
that is described as when students are
seeking intellectual stimulation from their
studies.
that is when students are more concerned
about their grades or marks and their
future employment prospects.
that is when students are more concerned
about their grades or marks and their
future employment prospects.
EXTRINSIC
MOTIVATION
EXTRINSIC
MOTIVATION

Therefore, in order to stimulateinterest
for aforeign languagetheteacher
should develop in studentsintrinsic
motivesrelying on their personal
experience, outlook, abilities,
interests, emotionsand feelings
revealing what studentsalready know
on thetopic, finding out their gaps
and lacksand arranging alesson
based on students’ needs..

Elton suggests that intrinsic motivation can be increased by
assessment strategies which:
treat studentsasindividuals;
expect studentsto show
individuality, originality and
creativity;
 allow choicesand preferencesin
their learning;
 allow studentsto negotiatethe
meansby which they areassessed.

In order to make learning motivating, it must:
bemeaningful;
bechallenging;
beinteresting arousing theintellectual
curiosity of thelearner;
berelevant, in that it must contributeto
thelearner'sgoalsin undertaking the
process;
givethelearner an expectation of
success;
producesatisfaction in thelearner in

The Role of Materials and Methods in
Motivating Students’ Learning
• Motivation isalso enhanced by theway in which the
instructional material isorganized. TheESP
teaching/learning materialsshould berelevant to the
objectivesand outcomesof thelesson/module/syllabus, thus
meeting theneedsof students.
• Materialsprovideastimulusto learning. Good materialsdo
not teach: they encourageto learn. Materialsneed to contain
challenging and interesting texts, enjoyableactivitiesthat
stimulatethelearners’ thinking capacities, offering
opportunitiesfor learnersto usetheir previousknowledge
and skills, content which both learner and teacher can cope
with.

The Role of Materials and Methods in Motivating
Students’ Learning
• Relevant ESPteaching/learning
materialsshould integratemodern
technology with specialist content. They
should provideasystematic meansfor
independent self-study and comprisea
rangeof subject specialism-related (e.g.
businesscorrespondenceand
communication, academic writing)
materialsin order to develop integrated
skills.

Different approaches should be used while designing the
materials used in ESP classroom:
• Skills-based approach-
where students acquire such
skills as generic job-related
skills (writing e-mails, CV,
letters; giving presentations;
socializing etc.), reflection,
self-study, self-assessment
and self-evaluation;

Different approaches should be used while designing the
materials used in ESP classroom:
• Communicative approach to
teaching/learning alanguage
in order to realizethepractical
aim of thecurriculum, i.e. to
facilitatestudentsto usethe
languagein variousacademic,
social and professional
contexts.

Different approaches should be used while designing the materials
used in ESP classroom:
• Learner-centred approach where
studentshaveamoreactiveand
responsiblerole, and in which they often
need to work together to completeatask;
• Task-based approach: roleplays,
simulations, casestudies, projectsand oral
presentationsareto beinvolved;
• Integrated approach for developing
macro-skills(reading, listening, spoken
interaction, spoken production, and
writing).

Researching Student Attitudes to
Assessment
1. Assessment should help you to learn.
2. Assessment must be consistent with the objectives of the
course and what is taught and learn.
3. Variety in types of assessment allows a range of different
learning outcomes to be assessed. It also keeps you
interested.
4. You need to understand clearly what is expected of you in
assessed tasks.
5. Criteria forassessment should be detailed, transparent and
justifiable.
6. You need specific and timely feedback on yourwork - not just
a grade.
7. Too much assessment is unnecessary and may be counter-
productive.

NO.OF
ASSESS
-MENT
TYPES OF ASSESSMENT
VERY
IMPORTANT
IMPORTANT NOT
IMPORTANT
1
Continuous
assessment
50 43 7
2
Formative assessment 36 50 14
3
Summative assessment 64 14 21
4 Peerassessment/assessment by
others/TRADITIONALSUMMATIVEASSESSMENT
7 50 43
5
Self-assessment 71 29 0

Researching Student Attitudes to Assessment
• The purpose of that part of the
research was to find out which
types of assessment students
consider very important,
important or not important in
learning a language. The
results are given in table 1.

• Theanalysesof thedataobtained (see
table1) showed that 71 % of thestudents
found self-assessment asthemost
important typeof assessment. They
proved that by answering theopen
question writing that self-assessment
could help them to learn. A half of the
respondentsbelieved that continuous
assessment could help them makeprogress
in learning thelanguageastheteacher
focused on student’sstrengthsand
weaknessesin order to improve.

• Compared to formative assessment,
continuous assessment, in the
students’ opinion, provides feedback.
In their open answer, the students
wrote that if the feedback was
constructive, it could encourage them
to learn. The authors were surprised
by the fact that peer-assessment was
the least important type of
assessment in learning a foreign
language; 43 % of Master students did
not trust it.

• The research showed that there
was notable difference in
students’ attitudes to assessment.
Therefore, the main task of the
teacher is how to make
assessment positive and effective
to motivate student learning and,
eventually, enhance learning
outcomes. What is more, begin
using assessment in the first year
of studies as a foundational tool
to establish student study habits
and skills.

Assessing Students: What, Why and
How
• Black and William define
assessment broadly to includeall
activitiesthat teachersand students
undertaketo get information that
can beused analytically to alter
teaching and learning. This
definition considersassessment as
an involved practice

• Richard Stigginsdescribes
classroom assessment asthe
processof gathering evidenceof
student learning to inform
instructional decisions. Teachers
must discover, accept and apply
thisnew understanding of
classroom assessment to continue
to describeachievement and
contributeto learning and
motivation

Assessment in an ESP course performs the
following roles:
to measureprogress;
 to measureachievement/outcomesin
termsof knowledgeand skills;
 it providesthebasisfor decisionson
whether astudent isready to proceed;
 it enablesstudentsto obtain feedback
on their learning;
 it helpsstudentsto improvetheir
performance;

REFERENCES
• Dickinson L., Carver D. J. Learning how to learn: stepstowardsself-
direction in foreign languagelearning in schools, ELT Journal, 1987. - 35:
1-7.
• DreaJ., Tripp C., Stuenkel K. An Assessment of theEffectivenessof an
In-ClassGameon Marketing Students’ Perceptionsand Learning
Outcomes. Marketing Education Review, 2005. - pp. 25-33.
• Elton L. Strategiesto EnhanceStudent Motivation: aconceptual analysis,
Studiesin Higher Education., 1996. – pp. 21, 57-68.
• English for Study and Work. S. I. Kostrytska, I.I. Zuyenok, O.D. Shvets,
N.V. Poperechna. – Dnipropetrovsk. 2010, pp. 17-18.
• .Guskey T. R. How Classroom AssessmentsImproveLearning. [Electronic
Version]. Educational Leadership, 2003. – pp. 6-11.
• Harris, M. Self-assessment of languagelearning in formal settings. In ELT
Journal Vol. 51/1, 1997. - pp. 12-20.

Assessment of English for special Purposes

Assessment of English for special Purposes

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