The Procedure for the Assessment of an ESP Program

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1. Assessment and Evaluation

1.1. Monitoring the learning progress

Nunan & Lamb (1996) refer to monitoring as an integral part of the learning system which is comprised of assessment of student performance and evaluation of the effectiveness of the course design. According to Dudley-Evans & St. John (1998), “Evaluation is a process which begins with determining what information to gather and which ends with bringing about changes in current activities or future ones. It makes use of quantitative methods (e.g. tests) and qualitative methods (e.g. interview and questionnaire). It can be formative (on-going) or summative (end-of-course). 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. Achievement tests are linked with the process of teaching and support the teaching to which they relate (McN...

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