An ESP programme acn use tests such as, In-class assignment results (formative), mid-term examination results (formative), final term examination/achievement test results (summative) as well as samples of students’ writing, self and peer assessment, and my personal observation to monitor the learning progress and make any changes that situational factors may require in the course design or the teaching methodology. 1.2. Choice of Assessment with its underlying principles Assessment refers to what students can or cannot do and this ability is measured against a set of learning objectives that have been proposed in the course design (Gronlund, 1981). For example, a diagnostic test which is a performance based test on an extended sample of writing (McNamara, 2000) can be used to have clear picture of students’ writing ability both grammatical and discoursal. Similarly, achievement tests in formative and summative formats are used to measure the learning progress that has been made to date.
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Blackwell, in press. Willis, J. R. (2004). Perspectives on task-based instruction: Understanding our practices, acknowledging different practitioners. In B. L. Leaver & J. R. Willis (Eds. ), Task based instruction in foreign language education: Practices and programs (pp.
Language Testing in Practice: Developing and Designing Useful Language Tests. Oxford: Oxford University Press. Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices.
(2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361-392. Simard, D., & Jean, G. (2011). An exploration of l2 teachers' use of pedagogical interventions devised to draw l2 learners' attention to form.
The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill.
Works Cited Basturkmen, H. (2010). Developing courses in English for specific purposes. Houndmills, Basingstoke, Hampshire; New York: Palgrave Macmillan. Brown, H. D. (2004). Language assessment: principles and classroom practices.
Principles of language learning and teaching. Pearson Education, White Plains, New York. Burns, A. (1999). Collaborative action research for English language teachers.