Exploring The Summative and Formative Assessment Applied in English for Specific Purposes Classroom  

Oleh:

Nurhaeni ; Prisilya, Alma

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 712-719.
Topik: Designing; ESP; summative; formative; assessment
Fulltext: hal 712.pdf (15.04MB)

Isi artikel

English for specific purposes (ESP) requires particular approach which is different from the English for general purposes regarding the outcome intended for the students. Therefore, having approriate materials is very crucial to meet the needs of students who are demanded to have the capability on specific work area. It is included to have the ability of the language used for the work field. In teaching ESP students, designing well-measured assessment is as important as designing a good materials. Generally, teacher will have their own assessment format to measure students’ ability during and after a learning session or term. The assessments are commonly split into the summative and formative assessment. The terms are similarly acknowledged, but the format are designed and applied mostly based on the students’ needs and the teachers’ consideration. This research will explore on how is the summative and formative assessment designed for ESP students. It applied a case study design and took the sample of the English instructor of an engineering institution in West Java. The data were collected through document analysis and interview. The findings of this research discuss deep explanation of how the assessment of ESP students’ is designed as well as the considerations taken in designing the assessment.

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