Assessment of ESP
Materials and Students:
Business Management
Saturday 9/13/2014
Richard Konopka
Purpose
• Empirical methods of determining appropriate
class content for students on a collective basis
and individual basis.
– Performance-based and portfolio
• Make adjustments to class content.
– Feedback and feedforward
Language
Business Management
• Vocabulary and terms: GDP;
SWOT analysis; niche market …
• Graphs
• Presentations
• Tasks and writing
Assessment
• Feedback – Defined as that which individuals
provide in response; i.e. cause creates effect.
– Some examples: tests; presentations;
collected classwork; …
• Feedforward – Defined as that which
individuals provide in implicit or perceived
request; i.e. effect creates the cause.
– Some examples: Student-sourced
data; peer review; conversation …
Authentic
• Similar features to other structured class pedagogy
yet emphasis is on giving a clearer picture to the
student of their skills and progress.
• Informal assessment
– Systematic and frequent appraisal
– Identify specific problems with specific students
– Flexible
• Constant modification
• Performance-based assessment and portfolio assessment
Performance-based Assessments
• Classroom instruction –
– Task, page 190
– Analyze the bicycle market
using the three ‘C’ model,
(Corporation, Consumer,
Competition),
Establishing a Niche Market
Student Task Answer
Performance-based Assessments
(continued)
• Test review –
Midterm questions
Brief video of me explaining an answer to
the class.
Midterm Graph Question
What approximate time frame do the graphs cover?
Midterm Graph Question
Based on the graphs, briefly explain what you think
the difference is between “gross debt and “public debt”.
Portfolio Assessments
• Individual student presentation 7 – 10
minutes
SWOT Analysis
Performance-based Assessments
(continued)
• Homework –
– Task, page 152
– Describe a new technology and show how useful it
would be for business.
Student Homework Answer
• “I think iPad is the most efficient
tool for ‘mobile offices’ in this
era. iPad is just like a laptop,
they both can surf the internet, “…
• “Employees
a. Calculator: As KPMG employees,
they always have to deal with
accounting stuff, so a calculator is
the ‘must have item’ to them.”
• “Now you may ask, if iPad was that
great, why not every company let
their employees has a …”
Something To Think About
• In addition to being positive in your responses
to students, try to be open to new
interpretations or irregular answers. Student
responses made in their own words need to be
interpreted carefully or adjusted so the class
or group can understand them.
Something More To Think About
• English language instructors are also language
learners; even for native speakers.
• This point of view can help one to see the
shared experience of learning.
• Challenge students with concepts that might
gain a wide audience among your students.
Many of the sources for presentation topics,
test material, and lecture material come from
IEEE Spectrum, The Economist, and Computer
magazines.
Conclusion
• Finding the appropriate teaching level should
be done dynamically so that students feel they
are part of this process.
• Focus on teaching methods that are inclusive
and create a shared experience.