Evaluation

Evaluation in ESP
7.3.1 What is Evaluation?
Evaluation is a process that involves asking questions and acting on the

responses to improve current activities or influence future ones. It is not
just about collecting and analyzing data, but also about taking action
based on the findings.
Types of Evaluation
1. Formative Evaluation:
This type of evaluation occurs during the lifetime of an activity
(like a course) and helps shape it as it progresses. It involves a
series of mini-evaluations at intervals to make ongoing
improvements.
2. Summative Evaluation:
This happens at the end or after an activity has concluded. It

assesses the impact and provides information for future versions or
related activities. Summative evaluation is valuable for long-
lasting courses.
Methods of Evaluation
- Quantitative Methods:
These include tests and objective-question questionnaires that provide

numerical data, answering the “what” questions.
- Qualitative Methods :
These involve discussions and interviews that provide a broader picture,
addressing the “how” and “why” questions.
Criteria for Evaluation
Evaluation involves making judgments based on criteria that relate to the

course aims and objectives. Without clear objectives, measuring success
is challenging.
Systematic Approach
Evaluation should be systematic, not random. For example, if a course’s

key objective was to improve telephone interactions, feedback on other
aspects (like face-to-face interactions) might indicate that the course
needs reevaluation.
The Constructive Nature of Evaluation

Evaluation can be seen as threatening because it suggests change, but it
is actually a constructive activity. It helps identify both successful
aspects and areas for improvement. Understanding why something
worked or didn’t work enables repeating success and avoiding less
successful practices.
7.3.2 What Do We Evaluate?
Evaluation in ESP focuses on the effectiveness and efficiency of learning

and the achievement of objectives set by needs analysis. The evaluation
process should be integrated into the course design.
Focus Areas for Evaluation
- Materials Used: Assessing if the teaching materials are effective.

- Classroom Activities: Determining if the activities help achieve
learning objectives.
- Out-of-Class Support: Evaluating additional support provided outside
the classroom.
- Course Design : Checking if the overall course structure is effective.
- Methodologies : Assessing the teaching methods used.
- Role of Assessment : Evaluating how assessments are conducted and
their impact on learning.
Importance of Timing
For one-off courses, mid-course evaluations are crucial as they allow for
immediate and feasible changes. For durable courses, evaluation can
inform modifications for the current or next versions and support long-
term changes.
Utilizing Evaluation Results
Evaluation results can influence decisions and bring about changes, such
as:
- Arguing for more class hours by showing positive achievements.
- Identifying deficiencies in current materials to justify adopting new
ones.
- Encouraging more change and sharing different approaches, thus
motivating both students and staff.
Unexpected Benefits
Evaluation can have unexpected positive outcomes, such as increased

motivation, improved relationships, and professional respect among
colleagues.
Questions to Consider Before Evaluation

1. Audience and Purpose:
- Who are the stakeholders (e.g., clients, learners, teachers)?
- What do you want to evaluate?
- What changes do you aim to achieve?
2. Criteria for Evaluation:

- What objectives are you evaluating against?
- Define these objectives clearly if they are not already set.
3. Criteria for Analysis of Results:

- What will you do with the answers?
- What changes can you implement?
- What requires the authority of others, and how can you convince
them?
4. Sources of Information:
- Who can provide useful information?
- When is the appropriate time to collect this information?
By addressing these questions, evaluation can be conducted effectively,

leading to meaningful improvements in ESP courses.

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Evaluation in ESP

7.3.1 What is Evaluation?

Evaluation is a process that involves asking questions and acting on the

This happens at the end or after an activity has concluded. It

These include tests and objective-question questionnaires that provide

Criteria for Evaluation

Evaluation involves making judgments based on criteria that relate to the

Evaluation should be systematic, not random. For example, if a course’s

The Constructive Nature of Evaluation

7.3.2 What Do We Evaluate?

Evaluation in ESP focuses on the effectiveness and efficiency of learning

Focus Areas for Evaluation

- Materials Used: Assessing if the teaching materials are effective.

Utilizing Evaluation Results

Evaluation can have unexpected positive outcomes, such as increased

Questions to Consider Before Evaluation

2. Criteria for Evaluation:

3. Criteria for Analysis of Results:

By addressing these questions, evaluation can be conducted effectively,

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