Module 09-10

Evaluation

What’s Inside

1. Placement Test

2. Achievement Test

3. Proficiency Test

Placement Test

To determine the learner’s state of knowledge before the ESP course begins

Any placement test can only be an approximate guide and should be treated with due caution.

• The good placement test should also reveal positive factors. It should show not just what the learner lacks, but also what potential for learning can be exploited in the ESP course.

Achievements TestsAn ideal achievement test should cover:

1. Involves production as well as understanding.

2. It is an integrated task rather than a set of discrete point focusing on particular sub-skills.

3. the content is of similar nature to that of the unit is concerned.

4. The subject matter is probably already known to the learners.

5. It does not require knowledge of subject-specific vocabulary

6. It tests written production

Proficiency tests

Proficiency tests for specific purposes should be able to give reliable indication of whether a candidate proficient enough to carry out the tasks that will be required.

Module 10

Evaluation

• What’s Inside

1. What is evaluation?

2. What do we evaluate?

3. Collecting data for need analysis and evaluation process

4. Analysing learning needs

Key stages :

evaluation needs analysis

Assessment course design

teaching - learning

Key stages :

evaluation needs analysis

Assessment course design

teaching - learning

Things to consider:

1. Know what we did not know

2. Not waste our clients’ or students’ time

3. Appear much more professional

4. Know how we should analyze the data

What is meant by needs?– Objective and subjective– Perceived and felt– Target situation/goal-oriented and learning– Process-oriented and product-oriented– Necessities, wants and lacks

(Brindley et.al)

Needs are based on:

• Target situation analysis (TSA)

• Learning situation analysis (LSA)

• Present situation analysis (PSA)

What needs analysis establishes

personal informationabout learners

Professional informationabout learners

How to communicate in the target situation

Language learning needs

Learners’ needs from course

Learner’s lacks

Language informationabout target situation

Environmental Situation

Module 11

Evaluation

What’s Inside

1. What is evaluation?

2. What do we evaluate?

3. Collecting data for need analysis and evaluation process

4. Analysing learning needs

A current concept of needs analysisNeeds analysis including aspects of all these

approaches:

a. Professional information about the learners.

b. Factors which may affect the way they learn.

c. English language information about the learners.

d. The learner’s lacks

e. Language learning information]

f. Professional communication information about: knowledge of how language and skills are used in the target situation.

g. What is wanted from the course

h. Information about the environment in which the course will be run.

Matching needs analysis to situation

long, extensive, repeated

long, extensive, one-off

short, intensive, repeated

Short, intensive, one-off

Evaluation

Evaluation is asking questions and acting on the responses

“Evaluation is a whole process which begins with determining what information to gather and ends with bringing about change in current activities or influencing future ones.”

What do we evaluate?

Audience and purpose

• Who are the stakeholders?• What do you want to evaluate?• What do you want to change?

Criteria for Evaluation

• What are the objectives you are evaluating against?

• What will you do with the answers? • What can you change?• What requires the authority of others?• What will convince them?

Who collects the data?

- Outsiders

- Insiders

Who Provides the data?