Novianti Arif and wahyu

TBI 3/SEMESTER 7

MIDDLE TEST
EVALUATION AND TESTING IN ESP

Evaluation some pre-course and off-course functions and it is an integral part of the
teaching process , such as appropriately placing students or certifying that they have reached
certain level of proficiency. But the main purpose of the evaluation in instructional programs
is to measure achievement that is to see how and whether students have mastered course
material and to identify areas where they need additional help.
There are two level of evaluation in ESP. There are learner assessment and course
evaluation and both have similar function in providing feedback on the ESP course. To assess
the performance of learners at the beginnig and at the end that is used learner assesment. The
course evaluation is the evaluation of the ESP course itself. It helps to assess whether the
course objectives have been achieved.
A main matter in the evaluation or test is what to evaluate. There some categorize s
that what to evaluate as follows:
a. Knowledge of the linguistic elements code such as pronunciation, sentence mechanics,
relevant vocabulary, grammatical forms and patterns, word order.
b. Knowledge of discourse such as organizational patterns, specialized vocabulary and the
other conventions appropriate to the type of content, including different oral and written
genres.
c. Interactive communication skills that is ability to communicate effectively in face-to-face
situations in the classroom and in the other context of eventual use, including
comprehension and the use of paralinguistic ad nolinguistic cues.
d. Academic language use skill : that are ability to analyze and manipulate academic content
through language, critical thinking, language use skill such as listening to lectures and
note taking, reading textbooks, writing essay and answering test questions, making oral
presentation and contributing to discussions
e. Related study skill: efficient note taking, how to use the library effectively, referencing
skill for research papers, use of nonverbal material in reading, and timing management.


A. Planning Test
To make a test, there some steps of test planning as well as stages and consideration
in devoloping a language test:
1. To make certain about the purpose of the test such as proficiency, achievement diagnostic
or placement.
2. To determine the aims of the test: what is measure.
3. To decide the content area of the test: skill or performance
4. To determine the level of difficulty of the different parts of the test written, performance,
fluency and accuracy, the ability to communicate, etc.
5. To establish what the testing methods and procedure to use in order to tap the objectives
and content such as role play, simulation, etc.
B. Testing Oral ability
The main objective of teaching spoken language is the development of the ability to
interact succesfully in that language and this involves comprehension as well as production.
Points want to achive in testing oral ability especially for oral in intermedite level
may involve the following language function:
a. Content
Expressing : thanks, requirements, opinions, comments, attitude, confirmation,
apology, reasons/justifications (high frequency functions)
Narrating : events and sequence of event
Eliciting : information, direction, service, clarification, help
Directing : ordering, instruction, persuading, advising, warning
Reporting : description, comments/views, decision
Text type : dialogoues and multi-praticipant interaction normally of a face to face
nature but telephone conversations could also be included.
b. Central level f performance
Accuracy : clearly intelligble pronunciation, although influenced by L1. High
gramatical and lexical accuracy. Some errors which do not destroy communication are
acceeptable.
Appropriacy : use of language generally appropriate to the function. The overal
intention of the speaker is always clear.
Range : a fair level of language is available to the candidate. He is abke to
express himself without overtly searching for words.
Flexibility : is able to take initiative in a conversation and to adapt to new topics or
changes of direction.
Size : Most contribution may be short but evidence of ability to produce more
complex utterances and to develop these into discourse should be manisfied.
c. Format
Interview : the interview is the most obvious and the most common format for
testing oral interaction. The relationship between the tester and the candidate is usually
such that the candidates speaks as if to a supervisor and is unwilling to take the initiative.
As a result, only one type of speech is elicited and many function are not always
represented in the students performance. If the interview is made more broad-based and
non-threatening, it can be used as a very reliable instrument.
Interaction with peers : two or more candidates may be asked to discuss a topic, make
plans, comment on a picture, etc. this make it easier for the tester to assess the
candidates more objectively, the performance of one candidates is likely to be affected
by that of the others.
Responding to tape-recording : uniformity of elicitation can be achieved through
presenting all with same audio or video recorded stimuli. This will both promote
reliability and effect economy if a language lab is available as a large number of
candidates can be tested at the same time.
Planning and Conducting Oral Test
a. to get enough reliable information about the candidates oral communication ability,
making the oral test 15-30 minute long that have to do. However, a 5-10 minutes
interview should be enough if it is for palcement..
b. Include as wide a sample of specified content as possible in the time available and use
more than ine format if necessary.
c. the test is planned carefully. It would be easy to begin an interview with plan before.
d. Give the candidate an opportunity to use more than one fromat, interact with the other
tester,
e. Select interviewers carefully and train them with video-recording of interviewers.
Interviewers must be sympathetic, flexible, and have a good common of the language.
f. It must have two testers present at each interview ideally.
g. To make candidates no problem in their own language, the tester can set topic and task .
h. Carry out the interview in a quiet roo with good acoustics.
i. Interviews and oral testing can be very stressful for candidates. Be pleasant and
reassuring and start with manageable straight forward tasks like a request for personal
particulars, remarks about the weather, etc. It can give the candidatesthe ease.
j. Using a graded series of questions and tasks, if possible and Collect enough relevant
information to help you make a fair and comprehensive assessment of the candidates oral
ability.
k. Do not talk too much! Elicit and let candidates do much of the talking.
C. Elicitation Techniques
1. Questions and request for information
Avoid or use only a few Yes/No questions and quickly pass on to information questions
to elicit various functions.
2. Pictures
Use pictures for elicitation descriptions and for elicitation of naration.
3. Role play
Use several short situation as this will help you to elicit a variety of language situation.
4. Discussion
They may asked to discuss a given topic to arrive at a desicion or point of view.
Discussion between candidates can be valuable source of information
5. Tape-recorded stimuli
This is ideal for use in the language lab as a larger number of candidates can be test at the
same time. you can use description of situation and give the simulation of conversation.
6. Imitation
The advantage in using this techniques is that it allows for control in the choice of
structures, vocabulary, etc. It is better to use for placement than to measure achievement.
D. Testing Writing
Writing involves five general components:
1. Contents : - the substance of writing; the ideas described
2. Form : - the organization of substance of writing
3. Grammar : - the correct use of patterns and structural words
4. Style : - the choice of exact structure and lexical items
5. Mechanics : - the use of the graphic conventions of the language
a. Objective Test versus Composition/Essay-Task-Tests
1) Composition test require students to organize their own ideas expressed in their own
words. Thus they measure sub skill like the ability to compose, organize, relate and
weigh content more effectively.
2) Composition test motivate students to improve their writing with appropriate feedback
(ask students to improve or add something new) from their teacher whereas if
examination do not require writing, many students will neglct the development of the
skill.
3) It takes less time and effort to prepare a composition test
4) Students may cover up weaknesses by avoiding problems e.g. use of certain
grammatical structures and lexical items they find difficult. Such evasion can be
reduced with a broad-based objective test.
b. I tem types
Recognition items
1) Dictation Spot or Gap (certain words are missing from sentences), full
2) Multiple choice item to test such as punctuation, spelling, error recognition, register,
and completion, sequence and lingking of sentence.
Production items : taking notes, making lists, filling forms, writing (short messages,
diaries, telegram, greeting cards, postcards, letters, narative, descriptive composition),
responding to advertisement (products, persons, ideas) and completing/continuing/writing
paragraphs, dialogoues and stories
c. Point to notes
1) Arrange to take several samples, rather than just one
2) Set writing task that are within the reach and experiences range of the students
3) Make the writing task clear and specific and provide full directions
4) Allow for alternative and the use of a variety of forms
5) Apportion marks for the various components
6) Ensure objectivity in scoring
d. An analytical rating scale for evaluating written language
1) Content (the highest score 30)
30 - 27 Excellent to very good: knowledgeable, substantive, imaginative, etc.
26 - 22 Good to average: some knowledge of subject, imagination, adequate
range, etc.
21 - 17 Fair to poor: limited knowledge of subject, little subtance, etc.
16 - 13 Very poor: does not show any knowledge of subject/imagination, non-
substantive, etc.

2) Organization (the highest score is 20)
20 - 18 Excellent to very good: fleunt expression, ideas clearly stated, etc
17 - 14 Good to average: somewhat choppy, loosely organized but main ideas
standout, etc.
13 - 10 Fair to poor: non-fluent, ideas confused or disconnected, etc.
9 - 7 Very poor: does not communicate, no organization, etc.

3) Vocabulary (the highest score is 20)
20 - 18 Execellet to very good: sophisticated range, effective word/idiom
choice and usage, etc.
17 - 14 Good to average: adequate range, occasional errors of word/idiom form
chice, usage but meaning not obscured.
13 - 10 Fair to poor: limited range, frequent errors of word/idiom form choice,
usage, etc.
9 - 7 Very poor: essentially translation, little knowledge of English
vocabulary.

4) Grammar (the highest score is 25)
25 - 22 Execellet to very good: effective complex constrution, etc.
22 - 19 Good to average: effective but simple construction
17 - 11 Fair to poor: major problems in simple/complex contstructions, etc.
10 - 5 Very poor: virtually no mastery of sentence construction rules.

5) Mechanics (the highest score is 5)
5 Execellent to very good: demonstrates mastery of conventions, etc.
4 God to average: occasional errors of spelling, punctuation, etc.
3 Fair to poor: frequent errors of spelling, punctuation, etc
2
Very poor: no mastery of conventions, dominated by errors of spelling,
punctuation, capitalization, paragraphing etc.
e. A holistic rating scale for evaluating written language
SCORE

HOLISTIC ASSESSMENT
0 - 9 Just an attempt
10 29 Some language barely comprehensible
Not fully communicate
30 39 More than barely comprehensible; only simplest most basic
language produced.
40 59 Comprehensible
He has grammatical, lexical and/or syntactic problems
Communicate but with errors (more than less)
Simplistic messages but comprehensible, no indication of
shopistification of style or expression
60 69 Communicative
Awareness of sociolinguistic aspects
Good syntax
Idiomatic language
Appropriate vocabulary
Some minor grammatical errors but errors are systematic
70 79 Near native; sporadic errors
80 100 Native like production

E. Testing Reading Comprehension
Some of the skill that should be tested in reading comprehension are the students
ability:
1. To guess meaning of words/expression from context
2. To predict what the text or messages are about, base on initial input
3. Identify the main ideas
4. To make inferences
5. To identify sequence of events ideas, etc.
6. To differentiate between relevant and irrelevant information
7. To differentiate fact and opinion
8. To differentiate between reality and fantasy
9. To recognize/transfer the information
10. To perform a task using the information in the text.
a. Point to consider
While testing students for reading comprehension, the following points should be
paid attention are:
1) Select different forms and styles of writing (stories, letters, dialogoues, diaries,
articles, reports, etc.)
2) While selecting/constructing items, include some authentic tasks the test-taker will
have to do in real life.
3) Do not attempt to look for many questions for each text, for most short to medium tet
only a few relevant questions are possible.
4) Try to use many short texts in a variety of forms and on a variety of topics with a few
questions on each, rather than one long passage.
5) Make sure that the language of the question and the instructions is clear and
appropriate to the level.
6) Do not focus on irrelevant information.
7) Include questions on pronominal references as well.
b. I tem types
1) Recognition
Restatement, completion, Question-Answer.
True-Flase
Matching sentence parts.
2) Production
Completion
Question-Answer
Cloze with wordlist/word alternatives
Cloze with no clues
True-False Questions with justification
Form/Table-Completion
Task Performance
c. Point to remember
1) In constructing multiple-choice items, ensure that the stem present the problem.
2) Avoid questions that students can answer on the basic of
a) Visual discrimination
b) Word/phrase matching
c) Outside knowledge
3) Adapt passages if necessary to ensure that there arent too many unfamiliar words in
the passages.
4) Test both lower order and higher order skill.
5) Use authentic materials and set appropriate task wherever possible.
F. Testing Listening Comprehension
In listening comprehension test we primarily test the following aspects:
1. Sound discrimination
2. Sensitivity to stress and intonation
3. Global comprehension
4. Discrete-point Comprehension
5. Other aural comprehension-related subskills
6. Task Performance
a. I mportant hints in testing aural/oral skill
1) Focus on the message
2) Do not test memory alone
3) Stress authentic contexts, material and use, as far as possible
4) Provide sufficient context-clues
5) Give simple, clear and unambiguous directions
6) Try to create a non-threatening environment
7) Avoid using unfamiliar accent
b. I tem types
1) Recognition
Sound discrimination
Ticking
the right word
Picture/word matching
Word in context
Example:
Ill.............. the needle for you
a. Thread
b. Dread
c. Threat
d. Tread
Matching the spoken word with written meaning
Example: cot
a. Babys bed
b. Stopped and held
c. Pulled by horses
d. Small animal
2) Comprehension
Restatement
Student hear i wish i had done what you told me to and choose a sentence
corresponding in meaning or complete a sentence keeping the meaning intact.
Example: you told me to do it but i ..........................
a. Dont
b. Didnt
c. Wont
d. Shouldnt
Appropriate Response
(you can use either wh questions or yes/no questions)
Example: students hear why are you going to Jakarta in December?
And choose from A, B, C, and D below
a. At six
b. To get married
c. By bus
d. Yes, i am
3) Picture-Spoken Word Correlation
4) Identifying Location/Direction in Diagrams
5) Following Directions/Instructions
6) Information Transfer
Form filling, object placement on a picture/diagram (story-based), etc.
7) Identifying Summary/Outcome of Short Dialogues
8) Lecture-Based Note-Taking
c. Sub-skill in Testing Comprehension
1) Literal Recognition (reading) or Recall (listening)
a) Recognition or recall of details
b) Recognition or recall of main ideas
c) Recognition or recall of sequence
d) Recognition or recall of comparisons
e) Recognition or recall of cause and effect relationship
f) Recognition or recall of character traits
2) Inference
a) Inferring supporting details
b) Inferring the main ideas
c) Inferring he sequence
d) Inferring comparisons
e) Inferring cause and effect relationship
f) Inferring character traits
g) Predicting outcomes
h) Inferring about figurative language
3) Evaluation
a) Judgement of reality or fantasy
b) Judgement of fact or opinion
c) Judgement of adequency or validity
d) Judgement of appropriateness
e) Judgement of worth, desirability, or acceptability
4) Appreciation
a) Emotional response to plot or theme
b) Identification with characters and incidents
c) Reactions to the speakersuse of language
d) Imagery
5) Task Performance
1) Following directions
2) Following instructions
G. Testing Grammar
1. I n testing grammar there are some points to remember
a. Avoid testing only discrete items unless it is for diagnotic purposes.
b. Use natural running contexts wherever possible
c. Ensure that the test includes a broad range of relevant grammatical problems in
proportions reflecting their relative importance.
d. Avoid infrequent or involved constructions found only in very formal writing
e. Do not use non-existing form.
f. Do not have too many items one type or on one area.
g. Try to test grammar in context using items like a modified or a cloze or a dilaogue-
completion exrcise. Either multiple choice or open ended depending on the level of
the class. These items also help you to relate the teaching and testing grammar to
themes or topics.
h. If you are testing diagnostic or remedial purposes, use a large number od discrete
items as well.
2. I tem types
a. Multiple choice
1) Completion
Example: Tim ought not to _______ me the story, but he did.
a. Tell
b. Have told
c. Be telling
d. Have been told
2) Rearrangement
Example: Complete the following by putting the letters (A, B, C, D) for the words
in the right order.
wont i need a coat?
well you know how _____
a. It
b. Today
c. Warm
d. Is
3) Recognition of right form
Which of the following is grammatically correct?
a. I saw him yesterday
b. I had been seeing him yesterday
c. I have been seeing him yesterday
d. I see him yesterday
4) Error recognition
Example: choose one word or phrase, from A, B, C, and D which would not be
acceptable in standard English.
Here is a picture of James, a good friend of his and I which was taken at.
a. The
b. Beach
c. Last
d. Summer
5) Short response
Example: i wish Mr. Jacob would speak more clearly.
a. So do i
b. I wish so
c. So wish i
d. I would wish
b. Transformation
Example: i havent written to her for along time
Its a long time _______________
c. Writng appropriate word forms
Example: researchers ..............(convince) that a cure for AIDs is nearly is sight.
d. Matching parts
Match parts from A and B correctly by drawing a line
A B
Are you going to see a film to night?
Im fond of chocolate
How was the movie, Gandhi?

Do you like Mr. Rajans class?
So can i.
No, I dont
Are you? I dont care for them much
myself
Yes, I probably will
I thought it was very interesting.
e. Extension
Ive dont the work (already)
Ive already done the work.
f. Modified Cloze Multiple Choice or Open-Ended
Testing articles: candidates are required to write the, a or NA No article
In the United States children go to .............. school from Monday to Friday.
............ school that Hasyim goes to is very small. He walks there each morning with
..........friend. one morning they saw ...........man throwing ........stones and ..........
pieces of wood at ........ dog. ...........dog was afraid of .....man.
H. Testing Vocabulary
1. Points to consider
a. A word acquires meaning in context and can have several meanings.
b. A word can have several synonyms and antonyms and false synonyms as well.
c. Words are used differently in formal and informal context.
d. Learners have a large repertoire of recognition vocabulary.
e. Words are should be taught on the basis of frequency and range, and appropriateness
to level.
f. Words are often used in combination (as phrasal words, collocations, assosiate pairs,
etc)
2. I tem types
a. Recognition Multiple Choice
Definition
Completion
Paraphrase
Picture/word matching
Matching Synonyms/Antonyms
Parts of a whole
Elimination of non-homogenous words
b. Production
Sentence with word list/word alternatives
Clozes with words list/words alternatives
Replacing words in context with suitable synonyms
Writng appropriate forms of words, given the context.
Scrambled words.
Producing appropriate context for given word.
Using words/phrase appropriate to context
Explaining meaning of words/phrase in context
Modified ( certain classes) or standard cloze, (every three of five words are
deleted)
3. Points to remember
Use appropriate contexts/language
Ensure that:
a. The correct option and the distracters are at the same level of difficulty and the same
lenght, as far as possible.
b. Instruction are simple and clear
c. There are no synonyms among distracters.
d. All choices relate to the same area or activity and part of speech.
e. You avoid tricks and traps.

FINAL TEST
EVALUATIONS

1. Definitions

Pauline robinson in his books defines evaluation as the discovery of the value for
some purposes. Other clearer definitions is proposed by alderson and murphy who writes that
evaluation is concerned with describing what is there and placing some value on what is
found.
There are some scholars stated that the evaluation has been neglected in ESP. Swan
suggest eight possible reason for the underdevelopment of evaluation in ESP. Some of the
possible reasons according to swan are the shortness or even one-off nature of ESP courses,
the time consuming nature of evaluation and the lack of any felt of evaluation.
A basic distinction can be made between formative evaluation and summative
evaluation. Formative evaluation is carried out during the life of a course or project and the
results obtained can be used to modify what is being done. Summative evaluation is carried
out when the course or project is finished. Therefore, the result of the summative evaluation
will be used as the basis to take decision whether to repeat the course or not, or whether the
money has been well spent or not.
A further distinction can be made between process and product evaluation. A
process evaluation may be concerned with teaching and learning strategies or processes, and
admnistrative and decision making process. A product evaluation will look, in particular, at
students product such as examination results, essays, etc. However, lynch writes that the
strongest approach to evaluation is the one that combines as many methods, qualitative and
quantitative, as are appropriate to the particular evaluation context.
2. Why carry out an evaluation
Since both formative and summative evaluation can be undertaken to provide data as
input to possible changes, thus evaluation can be used, in particular, as part of quality control.
In other cases an evaluation may function as a source of information and experience. A
further reason for carrying out an evaluation may be to ensure that money is being or has
been well spent.
3. What is the subject of the evaluation exercise
An evaluation exercise can be wide ranging or very limited in scale. The subject
may be a whole ESP projector course, or just one or some aspects. Long suggests that the
formative evaluation typically look at such factors as teachers and students attitudes toward
a curricular innovation, or at the usability of new instructional materials. A summative
evaluation may look at virtually all aspects of a programme, possibly with a particular
interest in cost-effectiveness.
4. Who carries out the evaluation
As with needs analysis, a basic choice must be made between the outsider and the
insider. For large aid-funded projects an outsider is typically brought in. Outsiders may be
consultants, inspectors or administrators. Weir and Roberts (1994) say that for many years
ELT project evaluations were carried out by external ELT specialists. They are considered
experts because they have spent years teaching, running projects or training, with the
drawback of not having being involved with the programme to be evaluated. Outsiders can
bring a different perspective and encourage participants to discuss.
The insiders, in the other side are most likely to be the course designers and the
teachers, but students also may be involved. Insiders may be teachers, students, staff and
anyone else closely involved in the development and implementation of the programme. Weir
& Roberts (1994:23) observe that insiders have far greater experience of the situation and
are aware of the history behind development.
5. How is the evaluation carried out?
The procedures for data collection in the evaluation are similar to that for need
analysis. In conducting evaluation, several considerations should be noticed such as cost
effectiveness in terms of time and money and appropriateness for the situation. Data
collection and data analysis often take longer time than we imagined at first. Therefore,
everything should be well-managed.
a. Questionnaires
Obvious problems with questionnaires are their length, possible misinterpretation of
questions by respondents and failure of respondents to return them. Questionnaires are
given to students, ex-students, ESP teachers and subject specialists.
b. Checklist
It is shorter than questionnaire and is used for small-scale aspects of a program, such as
speaking skill.
c. Interviews
It is very time consuming but provides the opportunity for more extended exploration of
the points. To make the interview effective and efficient, it must be well-planned.
d. Observation
Observation is done during the classroom process. Before doing observation, we must
prepare appropriate observation sheets. Besides observing the present students, it is also
possible to observe the past students to see the effectiveness of the course.
e. Discussions
Class discussion can form a regular part of the program, the topic, the content or the
general approach to methodology, etc.
f. Records
Records of the project or program such as the original planning documents, statements of
needs, aims and objectives are ideally kept from the beginning. These reports are used for
evaluation purposes i.e. in the form of checklist which can be filled right after the lesson
is over or in the form of diaries of students and teachers experiences on a course.
g. Assessment
It includes tests and examinations, the evaluations of students projects, written work, etc
which are carried out by teachers or evaluators. Brindley suggested that students are
better to be involved in the assessment process by having student-self and peer-
assessment (as also Lewcowicz and Moon stated).
Evaluation is a crucial and integral part of the instructional process that teacher may
be more or less permanently conducting evaluation in the methods or elements of the
designed program. An important consideration is reliability of the instruments or techniques
and the validity of the results. To increase the degree of reliability and validity, evaluators
should do some cross-checking of the results by triangulation. It is targeting the same point
by means of two or more techniques of evaluation, i.e. having evaluation, class discussion
and a rating scale to find information on classroom methodology.

TESTING

ESP testing is a relatively neglected area. In 1983, Alderson and Waters wrote that
only limited numbers of articles have been published in the area of ESP testing, but
nowadays, there have been a lot of journals related to ESP testing. ESP tests are related in
content, themes and topics to particular disciplines, and involve a higher degree of language
specificity.
ESP tests are more concerned to present learners with tasks that involve them in
reading, listening to, speaking or writing the target language, and evaluating how well they
can do this. Of course, an important component in assessing how well somebody can use
English is how accurately they can produce or understand texts written or spoken in the
language, but the key to this assessment is to present learners with tasks that resemble in
some way the sort of things they may have to do with the language in real life. Therefore, the
ESP approach in testing is based on the analysis of learners target language use situations
and specialist knowledge of using English for real communication.
1. Performance-Based Testing
Performance-Based Testing is an examination approach wherein candidates must
interact with real or simulated systems. PBT puts certification candidates in situations where
they must use their knowledge, demonstrate their skills, solve common problems, and
perform troubleshooting tasks
Depending on characteristics, Language and other tests can be:
Norm Referenced Test: provides information about an individuals relative rank
with reference to other individuals who have taken the test (Bachman in Robinson,
1991: 73)
Criterion Referenced Test: test score are reported and interpreted as reference to
specific context domain or criterion of performance.
Tests for EGP are typically norm-referenced, while ESP are typically Criterion-
referenced test. One of the tasks of the ESP test designer is to determine the exact nature of
the criterion for judging adequate performance. Theoretically, an ESP test would consist of
performance in a real life situation. Allison and Webber in Robinson give a good review of
performance-based tests for communication skills courses for EAP where the primary aim of
the activity is to reinforce teaching and learning.
2. How specific should the content be?
When devising an ESP test one should aim at creating good and dependable
measures of language ability which need to:
the content must be valid,
the topic form must be paralel, like IELTS test (have three paralel forms (life sciences,
physical sciences and arts).
be as authentic as possible,
provide accurate and reliable measures of language ability,
have beneficial effects,
be practical and economical in terms of administration, time, money and Personnel.
One of the prevailing principles of ESP testing is that tests should contain tasks that
mirror faithfully those of the candidates' target language use situation
3. Predictive validity
The IELTS and TEEP test examine the linguistic proficiency which related to
academic success. The linguistic performance can be the basis for a prediction about future
performance. The better language proficiency of students, the better their academic success.
4. Non-EAP tests
The London Chamber of Commerce and Industry's tests. It applies proficiency test at
the beginning of course and achievement test at the end of the course.
The business English tests. It applies placement test to know level of students and
achievement test to know the result of teaching-learning process.
Temporary Registration Assessment Board (TRAB) / Professional Linguistic
Assessment Board (PLAB) of the UK General Medical Council Test. It has sub test
which measure linguistic proficiency, medical test, and interview test (simulated
doctor-patient interaction), etc.
5. The link between testing and teaching
To give evaluation and feedback to the teaching and learning process
To help teachers, syllabus constructors, materials developers
Spoken test can encourage students to think about their purpose in learnig English and
their attitudes toward English.
Tests can give learners a sense of accomplishment and a feeling that the teachers
evaluation matches what skills and knowledge have been covered.
A good test will automatically have beneficial effects on classroom instruction. Other
variables such as teacher competence, motivation and innovation, the climate of the
school, socioeconomic status of pupils and teachers combine to exert an equally
important influence on what goes on in an ESP classroom.
6. Conclusion
ESP tests should be based on direct evaluation of language ability in acts of
communication (reading, speaking, writing, and listening) and assessment of content
knowledge in situations and activities, which are as engaging and realistic as possible for
learners. The primary goal of ESP tests is to obtain information about the learner's specific
purpose language ability. In present day, it is increasingly important not only to be able to use
a foreign language, but also to be able to demonstrate that one can use it at the level required
by employers, schools, or universities. Considering this, ESP examinations are gaining more
and more attention, and are becoming an indispensable tool in the modern educational
society.

Source:
1. http://engprivate.blogspot.com/2013/02/evaluation-and-testing-in-esp.html (wednesday,
29 January 2014)
2. http://www.sdutsj.edus.si/ScriptaManent/2008_4_1/tratnik.html (wednesday, 29 January
2014)
3. www.uv.es/~piquej/Pique-Estevez_Testing-Evora-1991.pdf
4. www.ccsenet.org/journal/index.php/elt/article/viewFile/16657/11112
5. http://faculty.ksu.edu.sa/aljarf/Research%20Library/Testing%20References/ESP%20testi
ng.docx