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 Tests
An 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 subjectspecific 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.
2.
3.
4.
Know what we did not know
Not waste our clients’ or students’ time
Appear much more professional
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 information
about learners
Language
information
about target
situation
Professional
information
about learners
Environmental
Situation
How to
communicate in the
target situation
Language learning
needs
Learner’s lacks
Learners’ needs
from course
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 analysis
Needs 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?