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Summative and formative assessments are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning generally occurs at the conclusion of a class, course, semester or academic year. Assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class [2].
A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations [1].
Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessments which use free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below or exceeding a performance standard rather than being ranked on a curve. A well-defined task is identified and students are asked to create, produce or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper or exhibition, or it may consist of a performance, such as a speech, athletic skill, musical recital or reading. All assessments are created with inherent biases built into decisions about relevant subject matter and content, as well as cultural (class, ethnic, and gender) biases. A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable.
References
1. Allen M.J. (2004). Assessing Academic Programs in Higher Education. San Francisco: Jossey-Bass.
2. Earl Lorna (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks, CA, Corwin Press.
3. Yu Chong Ho (2005). "Reliability and Validity." Educational Assessment. Available at Creative-wisdom.com.
TYPES OF ESP IN CURRICULUM DESIGN Muratova N.B.
Muratova Nargiza Bakhramovna - Teacher, DEPARTMENT OF THEORETICAL DISCIPLINES OF THE ENGLISH LANGUAGE № 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the demand for English language education around the world is increasing because it is the language of international business, technology and science. Therefore, ESP will flourish and grow more in non- native English speaking countries. ESP will use computer based curricula and authentic texts. In other words, ESP will use more sophisticated learner centered curricula. Since ESP is sensitive to the learners' background and the context in which the learners use English, it will be sensitive to cross cultural issues. As a result, ESP will research the cross cultural issues related to ESP learning. ESP will
still use need analysis, however, the focus of need analysis will be shifted because ESP will be done more in non native English speaking countries. ESP will be the part of ESL or EFL teaching, which will be the part of English Language teaching in general. Developments in applied linguistics will certainly influence ESP teaching in particular. Furthermore, Content Based Instruction and Task Based Instruction will become more popular in ESP. Keywords: EFL, ESP, EOP, assessment, communication, ELT.
Traditionally ESP is divided into English for Academic Purpose (EAP) and English for Occupational Purpose (EOP), both of which are sub-divided into further like English for science and technology, English for law, English for vocational purpose etc. Hutchinson and Waters (1987) divided ESP into three: English for Science and Technology, English for Business and Economics and English for Social Science, each of which is subdivided into EAP and EOP. They didn't see much difference between EAP and EOP, and pointed out that "people can work and study simultaneously; it is also likely that in many cases the language learnt for immediate use in a study environment will be used later when the students takes up, or returns to, a job" [2, p. 16]. It is implied here that the end purpose of both EAP and EOP are one and the same but the means to achieve this is very different. However, there is a difference between these two terms. EAP refers to English requires in an educational institution like school, college and university and it is concerned with those communication skills in English which are required for study purpose in formal educational system. Whereas, EOP refers to English required for professional communication in professional context like medical, engineering, aviation and business. According to Hamp-Lynos (2001) EAP is: a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practice of academics [1, p. 126]. EAP is a shift from teaching literature and culture of speakers of English to teaching English language for communicative purpose. The students need EAP for higher education. The teachers may be native or non- native speakers. The course may be presessional (full time), in- sessional and usually part time. It may be a short term or long term. The course may include formal teaching program, self access situations, distance learning materials or CALL (Computer Aided Language Learning). GE (General English) course teaches learners conversational and social genres of the language, whereas EAP course teaches formal academic genres and EOP course teaches genres related to occupation. To be precise, EAP and EOP are specific because they teach language skills required for learners' immediate purpose by selecting vocabulary, grammar pattern. In addition, they use the topic and themes that are relevant to learners' immediate needs and address learners" immediate communicative needs.
Unlike General English, EAP begins with learner and situation and teaches academic genres. It started with a goal, genre and focus which are different from literary language in the 1960s, to which many additions and adaptations have been done since then. EAP has broadened its scope by including more disciplines and texts to it, for instance, EAP course in Agronomy and ESP course in computer repairs. Currently, EAP is offered in variety of international setting. There are four types of EAP offered in higher education contexts. The first type of EAP is taught either intensively or extensively in English speaking countries like the USA, the UK and Canada where it is done for international students of graduates and undergraduates. The second type is offered in countries like Singapore and Zimbabwe where many native languages exist and English is recognized officially in education. The third type of EAP can be seen in Middle East countries where subjects like medicine, technology, business, science and IT are taught in English in higher education. The fourth type of EAP is taught in South American countries where higher education is in L1 (mother tongue), but English is recognized as an auxiliary language.
In English speaking countries EAP is largely a pre- university bridge program, in which it links English language with content courses and both ESL instructors and content
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instructors work as a team. The aim of such program is to enable the learners to enter university directly by making them proficient in English language required for a specific academic program. Furthermore, such courses assist second language (L2) students in acquiring language skills needed for successful work in higher education. Whereas, in nonspeaking English countries such as Middle East countries EAP is a part of academic program, in which students are required to take a compulsory subject like study skill as an intensive program, which is a part of pre- planned syllabus.
References
1. Hamp-Lyons L. (2001). English for Academic Purposes. In R. Carter &D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 126130).
2. Hutchinson, T. & Waters A. (1987). English for specific purposes: A learning-centered approach. Cambridge, England: Cambridge University Press.
COMPULSARY METHODS FOR TEACHING ESP Rasulova N.B.
Rasulova Nadira Bakhadyrovna - Teacher, PRACTICAL ENGLISH DEPARTMENT, PHILOLOGY FACULTY, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF
UZBEKISTAN
Abstract: language learning does not only involve acquiring grammatical structure but also its function. It is important for engineering students to be able to present their ideas, exchange their opinions or follow technological developments all over the world. Most universities have been offering ESP courses besides the general English lessons to boost their confidence in this field. ESP is a major ELT enterprise in English speaking countries where English for occupational purposes for new migrant and refugee population and English for academic purpose in academic context for non native speaking students are offered. However, the present trend is spreading ESP into non- native English speaking countries where English is taught as either as a second language or as a foreign language. Keywords: ESP, EFL, methodology, designing materials, evaluation, needs.
When we talk about specific methodology, we mean all language aspects from reading complex articles to making a presentation. When we chose a method to be used in ESP classroom we should think of our group of learners and adapt one method with our teaching materials. Hutchinson and Waters [2] claimed that there is no specific methodology for ESP. English for Specific or Special purpose (ESP) has become prominent part of EFL (English as a Foreign Language) or ESL (English as a Second Language) teaching since 1960. Nowadays both material writers and teachers realize the importance of need analysis due to the influence of ESP on English language teaching in general. ESP is a broad area consisting of English for business, English for science and technology, English for engineers, English for waiters etc. It is a branch of English Language Teaching (ELT) with its own approaches, materials, and methods which have been developed by adapting from other disciplines and integrating with other disciplines. ESP has been very actively influencing ELT since it is material driven, learner centered and learning centered approach.
ESP did not begin just because of some new theories or ideas in any field. It was mainly because of the necessity of the time which shaped ESP in the present form. The proverb
