assessment of esp

8/10/2019 assessment of esp

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ASSESSMENT OF ESP

According to Dudley-Evans and St. John (1998)

ASSESSMENT does not stand alone,but occupies a prominent placein the ESP process,

giving an ESP teacher a wealth ofinformation on the effectiveness

and quality of learning andteaching.


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Dudley-Evans and St. John (1998: 210) add that:

ASSESSMENTencompassesbenefits such as

reinforcement, confidence

building,

involvement and building on

strengths.

ASSESSMENT OF ESP


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CONTINUOUS ASSESSMENT

FORMATIVE ASSESSMENT

SELF-ASSESSMENT

SUMATIVE ASSESSMENT

TRADITIONAL SUMMATIVEASSESSMENT

TYPES OF ASSESSMENT FOR ESP


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Continuous assessment is

assessment by the teacher andpossibly 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


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Formative assessment refers to

assessment that is specifically

intended to provide feedback on

performance to improve and

accelerate learning [18]. Formativeassessment takes place as the

course is in progress and provides

information about how well thestudents are doingwhat they

have achieved, what they need to

work on, and how well the course

is meetin their needs.


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Self- and peer-assessments

are considered vehicles toimprove learning. Self-

assessment answers thequestion "How am I doing?

The aim of self-assessment isto promote autonomous

lifelong learning.


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Dickinson has three reasons for using self-assessment:

1. Assessment leading towardsevaluation is an importanteducational objective in its own

right. Training learners in this isbeneficial to learning.

2. Self-assessment is a necessary

part of self-determination.3. Self-assessment lessens the

assessment burden on the

teacher.


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Summative assessment

sums upstudents attainment at the endof the course with a grade. It

provides information abouttheir overall achievements, i.e.whether they achieved the

learning outcomes, and theoverall effectiveness of thecourse.



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Traditional summative assessment

techniques generally take the form ofexams, in class tests, and assignments.Such techniques when applied alone

can often lead students to play astrategic game whereby the learning

becomes secondary to completing the

task and receiving a grade. Summativeassessment rarely includes qualitativefeedback, which is a vital aid topersonal development.


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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

M ti ti I ti f


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Motivation as an Incentive for

Learning

Motivation is eagerness and willingnessto do something without needing to betold or forced to do it. Motivation is a

desire to achieve a goal, combined withthe energy to work towards that goal.Students who are motivated have a

desire to undertake their study andcomplete the requirements of theircourse.


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Motivation as an Incentive for

Learning

Many researchers considermotivation as one of the mainelements that determine

success in developing aforeign language; itdetermines the extent ofactive, personal involvementin language learning

i i i h i d b


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Motivation is characterized by

two main types

INTRINSICMOTIVATION

that is described as when students are seekingintellectual stimulation from their studies.

that is when students are more concernedabout their grades or marks and their futureemployment prospects.

EXTRINSIC

MOTIVATION


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Therefore, in order to stimulate interestfor a foreign language the teacher

should develop in students intrinsicmotives relying on their personalexperience, outlook, abilities,

interests, emotions and feelingsrevealing what students alreadyknow on the topic, finding out their

gaps and lacks and arranging alesson based on students needs..


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Elton suggests that intrinsic motivation can be increased by

assessment strategies which:

treat students as individuals;expect students to show

individuality, originality and

creativity;allow choices and preferences in

their learning;

allow students to negotiate themeans by which they areassessed.


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In order to make learning motivating, it must:

be meaningful;

be challenging;

be interesting arousing the intellectualcuriosity of the learner;

be relevant, in that it must contribute tothe learner's goals in undertaking theprocess;

give the learner an expectation ofsuccess;

produce satisfaction in the learner inhavin achieved their oals.

Th R l f M t i l d M th d i


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The Role of Materials and Methods in

Motivating Students Learning Motivation is also enhanced by the way in which the

instructional material is organized. The ESPteaching/learning materials should be relevant to theobjectives and outcomes of the lesson/module/syllabus,

thus meeting the needs of students. Materials provide a stimulus to learning. Good materials

do not teach: they encourage to learn. Materials need tocontain challenging and interesting texts, enjoyable

activities that stimulate the learners thinking capacities,offering opportunities for learners to use their previousknowledge and skills, content which both learner andteacher can cope with.


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The Role of Materials and Methods in Motivating

Students Learning

Relevant ESP teaching/learningmaterials should integrate moderntechnology with specialist content. Theyshould provide a systematic means for

independent self-study and comprise arange of subject specialism-related (e.g.business correspondence and

communication, academic writing)materials in order to develop integratedskills.

Diff t h h ld b d hil d i i th


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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-assessmentand self-evaluation;


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Different approaches should be used while designing the

materials used in ESP classroom:

Communicative approach

toteaching/learning a languagein order to realize the

practical aim of thecurriculum, i.e. to facilitatestudents to use the languagein various academic, socialand professional contexts.


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Different approaches should be used while designing the materials used

in ESP classroom:

Learner-centred approach wherestudents have a more active andresponsible role, and in which they oftenneed to work together to complete a task;

Task-based approach: role plays,simulations, case studies, projects and oralpresentations are to be involved;

Integrated approach for developingmacro-skills (reading, listening, spokeninteraction, spoken production, and

writing).

Researching Student Attitudes to


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Researching Student Attitudes to

Assessment. 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 for assessment should be detailed transparent and justifiable.

6. You need specific and timely feedback on your work - not just a

grade.

7. Too much assessment is unnecessary and may be counter-

productive.


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NO.OF

ASSESS

-MENTTYPES OF ASSESSMENT

VERYIMPORTANT

IMPORTANT NOTIMPORTANT

1Continuous assessment

50 43 7

2Formative assessment

36 50 14

3Summative assessment

64 14 21

4 Peer assessment/assessment by others/

TRADITIONAL SUMMATIVE ASSESSMENT

7 50 43

5Self-assessment

71 29 0


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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 inlearning a language. The

results are given in table 1.


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The analyses of the data obtained (seetable 1) showed that 71 % of the students

found self-assessment as the mostimportant type of assessment. Theyproved that by answering the open

question writing that self-assessmentcould help them to learn. A half of therespondents believed that continuous

assessment could help them makeprogress in learning the language as theteacher focused on students strengths

and weaknesses in order to improve.


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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 themto learn. The authors were surprised

by the fact that peer-assessment was

the least important type of

assessment in learning a foreignlanguage; 43 % of Master students did

not trust it.


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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 yearof studies as a foundational tool

to establish student study habits

and skills.

Assessing Students: What Why and


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Assessing Students: What, Why andHow

Black and William defineassessment broadly to include allactivities that teachers and

students undertake to getinformation that can be usedanalytically to alter teaching and

learning. This definition considersassessment as an involved practice


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Richard Stiggins describesclassroom assessment as theprocess of gathering evidence ofstudent learning to inform

instructional decisions . Teachersmust discover, accept and applythis new understanding of

classroom assessment to continueto describe achievement andcontribute to learning and

motivation

Assessment in an ESP course performs the


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Assessment in an ESP course performs the

following roles:

to measure progress;to measure achievement/outcomes in

terms of knowledge and skills;

it provides the basis for decisions onwhether a student is ready to proceed;

it enables students to obtain feedback

on their learning;it helps students to improve their

performance;


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REFERENCES

Dickinson L., Carver D. J. Learning how to learn: steps towards self-

direction in foreign language learning in schools, ELT Journal, 1987. - 35:1-7.

Drea J., Tripp C., Stuenkel K. An Assessment of the Effectiveness of an In-Class Game on Marketing Students Perceptions and Learning Outcomes.

Marketing Education Review, 2005. - pp. 25-33.

Elton L. Strategies to Enhance Student Motivation: a conceptual analysis,Studies in 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 Assessments Improve Learning. [Electronic

Version]. Educational Leadership, 2003.pp. 6-11. Harris, M. Self-assessment of language learning in formal settings. In ELT

Journal Vol. 51/1, 1997. - pp. 12-20.


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