ENGLISH FOR SPECIFIC PURPOSE.ppt

ENGLISH FOR SPECIFIC PURPOSE.ppt EVALUATION PG VNU In ESP, evaluation requirements are brought sharply into focus by the fact that the ESP course normally has specified objectives. ESP is accountable teaching. ESP learners and sponsors are investors in ESP course and they want to see a return on their investment of time or money. The value of ESP lie in satisfying nees. Evaluation helps to assess how well the need that have created the demand for a course are being served. ESP is concerned with the ability to perform particular communicative task, therefore, this kind of evaluation in ESP course is more important than in other language courses. The results may enable sponsors, teachers and learners to decide whether and how much language tuition is required. In ESP, there are 3 basic types of learner assessment: Placement test Achievement test Proficiency test

ENGLISH FOR SPECIFIC PURPOSE CHAP 12: EVALUATION

 In ESP, evaluation requirements are brought sharply into focus by the fact that the ESP course normally has specified objectives.

 ESP is accountable teaching.

 ESP learners and sponsors are investors in ESP course and they want to see a return on their investment of time or

money.

 The value of ESP lie in satisfying nees Evaluation helps to assess how well the need that have created the demand for

a course are being served.

EVALUATION IN ESP

LEARNER

ASSESSMENT

COURSE EVALUATION

• ESP is concerned with the ability to perform

particular communicative task, therefore, this kind of evaluation in ESP course is more important than in other language courses.

• The results may enable sponsors, teachers and

learners to decide whether and how much language tuition is required.

• In ESP, there are 3 basic types of learner assessment:

» Placement test

»Achievement test

»Proficiency test

LEARNER ASSESSMENT

PLACEMENT TEST

Placement test is to determine the learners’ state of

knowledge before the ESP course begins

Placement test is to determine the learners’ state of

knowledge before the ESP course begins

Placement test is to determine where to place the learners

in ESP course which is most suited to their needs

Placement test is to determine where to place the learners

in ESP course which is most suited to their needs

Placement test should show what the learners lack and what potential for learning can be exploited in the ESP course

Placement test should show what the learners lack and what potential for learning can be exploited in the ESP course

ACHIEVEMENT TEST

Achievement test is to test how well the learner is

keeping up with the syllabus and can be administered anytime throught the course

Achievement test is to test how well the learner is

keeping up with the syllabus and can be administered anytime throught the course

Achievement test should reflect the nature and

content of the course itself

Achievement test should reflect the nature and

content of the course itself

PROFICIENCY TEST

Proficiency test is to assess whether learners will be able to perform the language tasks required of them.

Proficiency test is to assess whether learners will be able to perform the language tasks required of them.

Proficiency test is primarily criterion-referenced, so the learners’

ability is assessed according to how far it matches certain criteria judged to be essential for proficiency in a particular task.

Proficiency test is primarily criterion-referenced, so the learners’

ability is assessed according to how far it matches certain criteria judged to be essential for proficiency in a particular task.

There is no pass/fail distinction, but rather a scale of degrees of

proficiency in the task.

There is no pass/fail distinction, but rather a scale of degrees of

proficiency in the task.

• The value of tests depend on how they are

used.

• Teachers and learners need a positive attitude

to tests.

• Tests should be recognized for the important role they play in the teaching-learning process.

• Evaluation can fulfill 2 functions: assessment and feedback.

CONCLUSION

COURSE EVALUATION

Helps to show how well the course is actually fulfilling the particular educational need of ESP course

Helps to show how well the course is actually fulfilling the particular educational need of ESP course

Helps to establish whether it is meeting ESP course’s aims

Plays a useful social role

Q2: How can ESP courses be evaluated?

Q3: Who should be involved in the evaluation?

Q1: What should be evaluated?

Q4: When (and how often) should evaluation take place?

COURSE EVALUATION

Two important constraints:

The ability to collect the information.

The ability to use the information once it has been collected.

What should be evaluated?

 Test results

 Questionnaires

 Discussions

 Interviews

 Informal means

Used techniques depend on what suits the teaching situation best

How can ESP courses be evaluated?

 The ESP teaching institution

 The ESP teachers

 The learners

 The course sponsors

Evaluation is concerned with people’s perceptions

of value and their views will, therefore, vary

according to their own interests and concerns.

Who should be involved in the evaluation?

 In the first week of the course

 At regular intervals throughout the course

 At the end of the course

 After the course (if possible)

It is difficult to prescribe how often course evaluation should be done So much will also depend on the

characteristics of the individual teaching situation.

When (and how often) should evaluation

take place?

When (and how often) should evaluation

take place?

 Evaluation can be time-consuming, complex and frustrating.

 Other difficulties may arise, e.g feedback from

partner may contradict with each other.

 Willingness to evaluate in consultation with the

learners might be taken as a sign of incompetence.

 Criticizing a course might be seen as showing a lack

of respect for authority.

 Evaluation session can easily degenerate into a

forum for airing minor, personal grievances

CONCLUSION