esp course evaluation
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espTRANSCRIPT
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WHAT IS EVALUATION?
Evaluation is assessing and judging the value of a
piece of work, an organisation or a service. Its main
purpose is to help an organisation reflect on what it
is trying to achieve, assessing how far it is
succeeding, and identify required changes.
Hutchinson & Waters (1987, pg: 97) stress:
“Evaluation is basically a matching process: matching
needs to available solutions.”
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WE EVALUATE TO FIND OUT:
•what our program has done;
• how well it has contributed to the goal, met the
objectives and undertaken the strategies;
• what worked well and what didn’t, and why;
• whether there were any unintended outcomes; and
• what can be learnt from the program to improve
practice
and inform other programs.
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OUTCOME EVALUTION
IMPACT EVALUTION
PROCESS EVALUTION
SUMMATIVE EVALUTION
FORMATIVE
EVALUATION
TYPES OF EVALUATION
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FORMATIVE EVALUATION
• conducted early in the implementation of a
program;
• aims to identify problems that arise during
development and thus allowing modification.
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SUMMATIVE EVALUATION
• conducted at the end of the course;
• focuses on effects or impacts;
• helps to decide what to do next.
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PROCESS EVALUATION
• focuses on how the program has been implemented;
• assesses whether activities have been conducted as
planned.
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IMPACT EVALUATION
• focuses on the immediate effects of the program;
• judges how well the objectives have been met.
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OUTCOME EVALUATION
• focuses on the longer term effects of the program;
• judges how well the goal has been achieved.
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EVALUATION:
•Answers the question "How well did we do?"
(Qualitative evaluation)
•Answers the question "How much did we do?
(Quantitative evaluation)
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Qualitative evaluation answers the questions below:
•What was learned?
•Are the learners using their new knowledge? If so,
how?
•What do the learners think about the lessons, the
teachers, and the materials?
•Do the students think that the courses made a
difference in their lives? If yes, what kind of difference?
•Did the teachers do a good job of communicating the
new information?
•Did the teachers respect and support the learners ?
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•Do the learners like the materials?
•Do the students think the materials are appropriate
for each group of learners?
•Do the materials communicate information they want
to learn?
•Do the learners think that the program is successful?
•Which activities do they think are good? Which
activities do they think are not good?
•Do people in the community think the results of the
program are worth the cost and energy necessary to
get the program started and to keep it going?
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Quantitative evaluation answers the questions below:
•How many people were in the target group?
•How many started the course? How many completed
the course? How many dropped out?
•How many books were produced?
•Are the test scores satisfactory?
•Does the course worth to the money spent on it?
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LEARNER ASSESSMEN
T
COURSE EVALUATION
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LEARNER ASSESSMENT
It helps to assess students’ performance either at the
beginning of the course or at the end.
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COURSE EVALUATION
Course evaluation is the last, but not the least
important stage. It helps to determine whether the
course objectives are being met. Teachers should
evaluate their courses to improve and promote their
effectiveness.
Evaluation of the course is a brave step for the
teacher. He / she should be open-minded in hearing
and implementing learners' comments.
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Although these two different evaluation forms assess
different things on the surface, we can not seperate
one from the other.
Evaluation of the learners does not only reflects the
learner’s performance but, to some extent, the
effectiveness or non-effectiveness of the the course
as well.
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An ESP course is supposed to be successful in order to
enable particular learners to do particular things. If it
fails to meet its objectives, then something might be
wrong with the course design, the analysis of the
student competence or the methodology.
We do not expect learners to indicate where the exact
fault lies but this application will show us the possible
lacks of our programme.
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Hence, it can be concluded as both course and learner
evaluation have a similar function in providing the
feedback for the ESP course; although each type has
other purposes and procedures.
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Although having admitted the importance of
evaluation, there is a lack of guidance how the
objectives of the course be tested.
The lack of testing procedures can be attributed to
prejudices against the participating linguists and
other practitioners. Yet this does not imply that there
are no tests available.
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For instance;
The London Chamber of Commerce and Industry
The Associated Examination Board (AEB)
Pitman Examinations Institute
Secretarial and Commercial
English
Cambridge University English for Business
and English for
ScienceThe City and Guilds of
London Institute
Technical English
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What is lacking is the sound theoretical or emprical
basis for ESP testing.
There are three basic types of assessment:
•Placement Tests
•Achievement Tests
•Proficiency Tests
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PLACEMENT TESTS:
This type of test is used to assess learners’ academic
ability in a certain field so that he or she can be placed
in the appropriate courses. It determines whether the
learner needs the course or what form of course the
learner should take.
If a learner is fully qualified in the required skills, no
further course is necessary. So it can be concluded as
placement tests sometimes act as proficiency tests.
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A placement test is diagnostic as it indicates how far
the learner fails to meet the proficiency level. The
placement test has a formative value as the result of
the test used in forming the content and the nature of
the course.
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How Can A Placement Test Be Trustworthy?
According to Alderson and Hughes (1981), there are
some doubts about the ability to diagnose learners’
needs accurately through tests. Nevertheless, in the
absence of no more accurate instruments, the course
designer has quite a few options. So these tests can
only be a guide for us. A good placement test should
indicate not only what the learner lacks, but also what
potential the learner has for learning.
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ACHIEVEMENT TESTS:
Achievement tests are standardized measures of
knowledge, information, or procedural learning such
as how to do something. Achievement tests may
assess general academic skill areas, such as reading,
writing, or mathematics, or they may test for content
knowledge in a specific academic subject such as
biology or American history.
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Achievement tests are used by school systems to
provide a standard measure of individual student
performance and provide an aggregated measure of
performance that enabling school systems to evaluate
their effectiveness. Achievement tests are also used as
part of the diagnostic assessment of individuals to
determine whether they have a learning disability, and
therefore qualify for special education services.
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Basic principles that should be followed for
constructing an achievement test along with other
tests:
•Test what the students have learnt. This may not be
in exact correlation with what you have taught during
the lesson.
•Test what you actually want to test.
•Do not write test items demanding special knowledge
on one subject area.
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PROFICIENCY TESTS:
It’s an exercise whose aims is to evaluate the
background of a person in a given branch of knowledge
with or without regard to specific academic learning.
According to Davies and West (1984), the primary
purpose of language testing is to assess whether the
students will be able to perform the language tasks
required of them. They say such tests are criterion-
referenced. With this application there is no fail / pass
distinction.
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Instead, there is a scale of degrees of proficiency in the task.
Here is an example of a scale used for the British Council’s English Language Testing Service (ELTS).
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1.NON-USER: Unable to use the language or doesn’t
provide relevant evidence of language competence
forassessment.
2. INTERMITTENT USER: No real communication possible
although single-word messages may be conveyed
and understood.
3.EXTREMELY LIMITED USER: Below level of functional
competence; although general meaning can be
conveyed and understood in simple situations; there
are repeated breakdowns in communication.
4.LIMITED USER: Basic functional competence limited
to familiar situations, but frequent problems in
understanding and fluency can make communication
a constant effort.
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5.MODEST USER: Partian command of the language
coping with overall meaning in most situations
although some misunderstanding and lack of fluency
could block fluency.
6.COMPETENT USER: Generally effective command of
the language, although occasional misunderstanding
and lack of fluency could interfere with
communication.
7.GOOD USER: Operational command of the language;
occasional inaccurasies and misunderstandings in
some situations.
8.VERY GOOD USER: Fully operational command of the
language; occasional minor inaccurasies or
misunderstandings in some situations.
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9. EXPERT USER: Fully operational command of the
language; appropriate,accurate and fluent with
complete understanding.
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The proficiency tests requiring students to perform
certain tasks is closely related with the concept of ESP.
Proficiency tests for specific purposes should be able
to determine whether a student can perform the
required skills or not via their own topic of interests
rather than a general topic.
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Although specific language proficiency tests are an
extension of the ESP principle, there are still some
problems about it. The problems are:
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Proficiency tests are criterion-referenced. What should
the criteria be then? What skills and knowledge enable
someone to perform particular tasks?
Although there is a huge development in our
knowledge of language use, we still have lacks on what
makes communicative performance possible.
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How specific is specific?
Can a test in Engineering be attributed to all branches
of Engineering hoping it to be a valid indicator?
So we should consider proficiency tests as a guide
until a more valid technique is found out.
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As a result; the value of tests primarily depends on
how they are used. Both teachers and learners must
have a positive attitude towards them until they
disappear from our lives.
All the tests we have encountered should be seen as a
performance task in the teaching – learning process.
Even if a grade is given to a student, the importance
of the grade lies under its meaning.
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Evaluation has two aims:
•assessment
•feedback
Although assessment can be seen as a means of
measuring what the learner knows, it also provides a
positive feedback to inform teachers and learners
about what is still unknown.
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As an ESP course needs to satisfy a particular need,
evaluation helps to see how well the course is fulfilling
the need. It helps to determine whether it meets its
objectives. The result of this evaluation forms your
starting point for any necessary revisions, helps to
design your other related courses and guides to your
teaching methodology.
It plays a social role involving teachers, learners,
sponsors… etc. in evaluation. There are four basic
questions to be asked in course evaluation.
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•What should be evaluated?
•How can ESP courses be evaluated?
•Who should be involved in the evaluation?
•When (how often) should evaluation take place?
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WHAT SHOULD BE EVALUATED?
Your ability to collect information
&
Your ability to use information once it has been collected.
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When considered ESP, the main aims are to meet the
learners’ needs as language learners and the learners’
needs as language users. The success of an ESP
course is achieved if the course satisfies both kinds of
needs. So we should ask the following questions:
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Is the course fulfilling the learner’s language learning needs?
Has the course fulfilled
the learners’ language using needs?
Is the course fulfilling
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If you get a YES to any of these questions, then just
go ahead! You are on the right way!
However, assuming that you might have only an
ORDINARY YES instead of an outright NO, the next
question should be asked.
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What areas of need are not being / have not been
fulfilled?
If we know where the problematic areas are, we can
try to find out the source(s) of the problems. Here are
some other relevant questions on what to evaluate on
course evaluation.
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• Were the unfulfilled needs identified during the course design project? If not, why not?
• How can the course design process be improved to avoid this problem in future?
• Taking these needs into account, how can the course be changed?
• If the needs were identified during the course design process, is the fault in:
a. the syllabus(es),
b.the applied materials,
c. the teaching and learning techniques,
d.the testing procedures,
e. logistical / administrative arrangements,
f. the course evaluation system?
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HOW CAN ESP COURSES BE EVALUATED?
Evaluation can be done in two different ways: implicitly
and explicitly. Implicit evaluation takes place during
the semester; students’ grades, participation, and
motivation give clues to the teacher on how their
learning is going on. Explicit evaluation may take place
at the end of the course or after students have
experienced it. Using questionnaires, surveys, talks,
etc. teachers ask the students to express their attitude
towards the subject matter, instructional methods,
activities, teacher's role and so on.
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Although there are lots of techniques in evaluating
ESP course, most common ones are the followings. It
is not necessary to use only one of the following
techniques at a time. More than one technique can
also be used at the same time.
•TEST RESULTS
•QUESTIONNAIRES
•DISCUSSIONS
•INTERVIEWS
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There is not a strict limit on which technique you
should choose. It depends on your own situation.
Yet having got the evaluation information is only the
beginning in this process. The information you got
must be gathered together and needs to be discussed
with all the participant parties (teacher – learner –
administrator – sponsor…etc) and some conclusions be
drawn.
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This course evaluation report should be used as a
basis for decision making. They are valuable
suggestions to redesign your course and correct the
problems.
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EVALUATION INVOLVES
ASKING QUESTIONS
ANSWERING QUESTIONS
ANALYSING, REFLECTING ON & JUDGING THE
EVIDENCE
MAKE CHANGES!
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WHO SHOULD BE INVOLVED IN THE EVALUATION?
Whoever will involve in the evaluation may vary, but
the very closely related participants will be the ESP
teachers, the learners, and the course sponsors as
well as the former students.
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Evaluation is primarily concerned with people’s
perceptions of value; therefore their evaluation may
also vary.
The teacher can have difficulty in getting the exact
view as the students may be reluctant to criticise
authority for fear of their own assessment.
The students can also be indifferent thinking that, this
evaluation will be beneficial to the future students but
them.
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However, according to Waters (1985), the best basis
for promoting frank and useful feedback can only be
achieved through an open and trusting relationship.
Who you ask and how you ask also affect the results.
That’s why, the methodology of evaluation process
should be taken into a great consideration. You should
explicitly note how you obtain the information, from
whom you got it and by what means.
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WHEN & HOW OFTEN SHOULD EVALUATION TAKE
PLACE?
It is difficult to mention how frequently an evaluation
should take place. Whether we apply this experience
too often or rare, there exists danger in both.
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The most important frequencies of the evaluation
should be:
•in the first week of the course
•at regular intervals throughout the course
•at the end of the course
•after the course (if possible)
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The evaluation made after the class is potentially the
most valuable one as the learners will be in a position
to judge how well the course was prepared for the
target situation they are in now.
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•Evaluation can be time-consuming, complex and
frustrating.
•There might be no obvious solution to the problem.
•Feedback from one party may contradict feedback
from another.
•Learners might take it as an incompetence.
•Criticising a course might be seen as a lack of respect
to the authority.
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STUDENT ANALYSIS
FORMULATION OF GOALS AND OBJECTIVES
CONTENT
SELECTION OF TEACHING MATERIALS
PLANNING THE COURSE
COURSE EVALUATION
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REFERENCES
•Hutchinson, T. & Waters, A. (1987). English For Specific Purposes: a learning-centered appproach. Cambridge: Cambridge University Press .
•Spencer, L.(2003). “Quality in Qualitive Evaluation”: A framework for assessing research evidence.
•The Brazilian ESP Project. Ed. Holmes, J. (1988)
•Cañado, María Luisa Pérez & Esteban, Ana Almagro. (2005). Authenticity in the Teaching of ESP: “An Evaluation Proposal”