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Assessment is a process of measuring, and one formal method of measuring is to test. Qualitative methods of assessing are particularly important for feedback on learning. Assessment procedures Assessment procedures Ranging from formal tests tutor- assessed assignments peer- assessment self- assessment 2

Assessment as an aid to learning encompass benefits such as reinforcement, confidence building, involvement and building on strengths. Self- and peer-assessment can help to develop the independence that ESP learners require for their continued progress. 3

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One of the most common formal teacher assessment procedures is the grading of written assignment. Other activities can also be assessed: task on reading listening passages pair or group interactions Listening Speaking Reading Writing Input output Continuous teacher assessment is important for the feedback that both teacher and learners receive. 5

Peer and self-assessment are used to supplement teacher assessments and have most value as an aid to learning. As a learning device peer or self-assessment is increasingly recognized as effective. In large classes, it is not possible for a single teacher to comment on draft writing or to assess all the task. If constructive peer assessment procedures are developed, these can reduce the burden on teacher and contribute to effective study techniques for the learners. Peer and self-assessment help learners to become more self- directed. 6

ESP tests may be given as part of a PSA (Present Situation Analysis), to place, to check progress, or to measure proficiency. Placement test -to some test of reading, perhaps cloze passages and test of listening, perhaps guided note-taking. Progress tests- to measure mastery of classwork and a desirable outcome would be for all students to get full marks. Achievement tests -to measure mastery of a syllabus and take a longer and wider perspective than progress tests. Proficiency test -to measure how well the students will perform in their target language tasks and so fits within ESP principles. 7

In some ESP situations the practical aspects behinds setting, administering and marking can be crucial. With a class of a hundred or more students the speed of reliable marking is significant, and cloze reading passage are more practical then open-ended comprehension. Another crucial factor is backwash / washback ( 反流 ) impact. Backwash effect-the test will affect what is taught and how it is taught. A good test will cause teachers to teach what learners need in ways which enhance the learning process. 8

In the UK, students can take one of two main EAP (English for Academic Purpose) examinations: IELTS or UETESOL (University Entrance Test in English for Speakers of Other Languages). A third examination, TEEP (Test in English for Educational Purposes), is no longer available through an examining board but is still administered by the Centre for Applied Language Studies (CALS) at Reading University. The three examinations share a number of common features which reflect current approaches to testing but there are also some significant and interesting differences. 9

The results are all reported using band descriptors and provide a separate band level for each of the four language skill. IELTS 0-9 UETESOL A, B, C, D TEEP 1, 2, 3 Each examination assesses the candidate’s level of proficiency in the different skills, and suggests what would be appropriate for different types. e.g. IELTS suggest that for linguistically demanding training courses, such as industrial safety and engineering, band 6.0 is probably acceptable. Overall band level may be awarded, as with IELTS, the separate band levels for each skill provide valuable information to, candidates, teachers and admissions tutors. 10

Each examination usually sets candidates tasks on two reading and two listening passages, and has two writing tasks. Greater consistency of performance is obtained by candidates carrying out multiple tasks Similarities also exist within the very rigorous setting and marking procedures. The same examination is offered to candidates of all subject disciplines. As background knowledge has an effect on test results, all examining boards select carrier content that is as neutral and accessible possible. 11

One significant difference between TEEP and other examinations was that is was constructed on the basis of detailed research into the English-language needs of overseas university students as perceived by both lectures and students. Weir,

EOP (English for Occupational Purposes) One component is a patient-doctor interview in which both communicative ability and medical competence are assessed A long-standing EOP examination is the ESP component to the PLAB examination which doctors trained outside the UK must take before being able to practice in the UK. Most EOP tests are business-related. There are examinations in international business and in trade, business, tourism. Outside the UK, TOEIC is widely used in Japan and other Asian countries. 13

To understand test results, users need to know what specific criteria they refer to – and that is what the band descriptors state. Has fully operational command of the language: appropriate, accurate and fluent with complete understanding. If the aim is to cover all competencies, from beginner to near native competence, then nine bands are suitable. 14

For marking writing or spoken interaction there are two kinds of descriptors, holistic and (multi-trait) analytic. For experienced users, holistic descriptors are quicker and reliable- they use global impression and provide an overall perspective. 15

For diagnostic purposes and initial reliability, analytic descriptors are usually recommended. These break each feature down. Relevance and adequacy of content Compositional organisation The befits of band descriptors are real information for students, greater fairness and standardisation-especially in writing and speaking-and in the long run, time-saving. 16

Test should enable students to perform as well as possible. Tests are not to trick or confuse. Course design should build on existing courses, that adapting and modifying materials can be a better route than writing something completely new. Making use of what is available, adapt and modify it. The process we describe for developing and marking tests was designed for situations where there were several staff and a lot of students. 17

A procedure for setting tests - Setting What is being tested? How well do the questions work? Does everyone and everything agree? Are we organised? 18

The first stage in the marking process is to confirm the answer key and mark scheme for reading and listening and to standardize the marking of writing and spoken interaction. Confirming the answer key and mark scheme Markers need a record sheet and a copy of the answer key and mark scheme. Group agrees exactly what will be accepted and then sticks to that in marking all the scripts All borderline scripts should be reviewed-to check there no ‘slips’. 19

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One characteristic of ESP writing tests is the provision of input and specification of purpose and audience. Where writing and reading are tested separately, the input for the writing task is given mainly in non-verbal formats. Example is taken from EOP examination (p.253) 21

There will be range of question types assessing understanding; it should not be possible to answer the questions without text, for example because of background knowledge. EOP examinations may set integrated reading / writing tasks with just a few specific comprehension questions (p.255) 22

Both speaking and listening, they are interactive. The interaction can be between student and examiner, or two or three students can be tested together and interact with each other. Where these are part of the course objectives, continuous assessment may be more appropriate than a test, and this will be greatly helped if the activity is video-recorded. 23

Most examinations include listening comprehension. Choices have to be made about the output which will be marked. Separate process to be assesses separately or integrated activities as in real life? EAP tests are more likely to use non-verbal or short answer formats while business-related tests include form-filling, fax and memo- writing. 24

In this chapter we have discussed how classroom assessment, particularly by peers and learners themselves. Band descriptors are more informative than grades for reporting results 25

Thank You 26