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Kao, Shin-MeiNational Cheng Kung University
Taiwan, R.O.C.
Performance assessment:A collaborative process to facilitate
learning in the ESP classroom
I. Introduction
Linking ESP classroom assessment with professional requirements in real-life
The nature of professional communication
Who are the target speakers
of English in professional fields?
I. Introduction
The nature of professional communication
What kinds of communication do target users adopt?
one-way vs. two-way
communication mode
I. Introduction
The natures of one-way communications:
unidirectional information transmission; interruption not allowed; planned speech
Examples:
business report
project presentation
announcement
I. Introduction
The natures of two-way communications:
bi-directional information exchanges; turn-taking; interruption; overlaps; negotiation; hesitation; repairs
Examples:
business discussion
Q&A after presentation
customer inquiry
I. Introduction
Figure 1. Two-dimensional classification of professional discourses
I. Introduction
Written discourses are usually one-way, planned, and recursive, with more predictable and formal style than oral discourses.
Ambiguity, mistakes, or corrections are NOT permitted, nor tolerated.
Examples:journal articles, books, manuals, handbooks, SOP instructions; brochures, advertisements,
posters, timetables, memos, e-mails, notes….
I. Introduction
What does effective communication mean within a professional domain?
Content, shared genres, vocabulary, usages, etc.
ELF intelligibility
Compensation strategies
These features should be included in the evaluation scheme.
II. Four Steps for Collaborative Evaluation
Traditional teacher-centered evaluation does not work in an ESP classroom.
Authoritative evaluation does not reflect the facts:
1. In reality, one is judged by the superiors, co-workers, clients, or business partners.
2. The language teacher is NOT eligible to evaluate the content area of the students’ works.
3. The students must be critical for their own works.
II. Four Steps for Collaborative Evaluation
Use collaborative evaluation in an ESP classroom
Collaboration between:
The instructor (as a language specialist) and the students (as participants with content knowledge)
The students themselves (as participants and feedback providers)
II. Four Steps for Collaborative Evaluation
Step 1. Analyze the critical elements of the target genre or discourse to form the evaluation criteria.
Step 2. Develop evaluation rubrics with detailed guidelines for the designated task.
Step 3. Involve students in group evaluation and design a feedback sharing session.
Step 4. Enforce revisions based on the feedback.
III. An Example of English for Creative Industries
III. An Example of English for Creative Industries
Taking part in a design critique is a frequent task for novices.
Theme: Participating in The Red Dot Design Award http://en.red-dot.org/
III. An Example of English for Creative Industries
Step 1. Genre analysis. Evaluating the entry form. Registration form + written description of the workhttps://www.myreddot.de/reddot/pages/frontend/register.xhtml;jsessionid=00018A55F0363F6E00155AF4188055B2
Registration form = personal data + contact details
Requirements facts + accuracy
III. An Example of English for Creative Industries
Requirements for written descriptionhttp://red-dot.de/pd/participate/entryrules/?lang=en
1. Does the presentation:• have a brief description of the product? • tell the jury what the product can do or the solution
it provides? • point out the innovation or novelty of the product? • have pictures of the product? • have a use scenario? (if the product solves a
complex problem)
III. An Example of English for Creative Industries
2. If it is relevant, does it:
• include the technology or material behind the product?
• have information on how it can be produced?
• describe why it is important or why it is the next trend?
III. An Example of English for Creative Industries
3. Format requirements:• 5 pages or less,• A3 sized,• portrait orientation (42cm height x 29.7 cm width), • 1 page = 1 file, jpg format only, • each page is less or equal to 2Mb in size, • font size: at least 12 points, • text is clear and readable, • bottom left corner: page numbers and total number
of pages, and • NO organization logo, NO designers’ names, NO
designers’ pictures.
III. An Example of English for Creative Industries
Group Task: Come up with a list of evaluable requirements.
For example:
1. Description of the product.
2. Solutions provided.
3. Novelty of the product.
4. Use scenario.
5. Clear and understandable English.
6. Fixed format
III. An Example of English for Creative Industries
Why do they win the prizes?
Content (design) + clear presentationCardioCareCardiac Rehabilitation Monitor System2014 Red Dot Award
http://red-dot.de/pd/online-exhibition/work/?lang=en&code=18-00568-2014&y=2014&c=167&a=0
III. An Example of English for Creative Industries
Description:
The CardioCare measures heart rate variability (HRV) and changes in heart frequency. The system combines elastic electrode material with straps made of a comfortable knit fabric to support the sternum. The system fits snugly to the body and is thus unobtrusive when worn. It uses Bluetooth connectivity to transmit signals to an app, allowing users to manage their health data themselves.
Description of the product.
Description of the product
Solutions
Novelty
III. An Example of English for Creative Industries
Lexical Analysis of the text
Use Compleat Lexical Tutor to analyze the lexical sophistication and lexical density.http://www.lextutor.ca/
III. An Example of English for Creative Industries
Lexical Analysis of the text
Use Compleat Lexical Tutor
III. An Example of English for Creative Industries
Group task 1 Fill in the personal entry form in group
Group task 2 Develop a written description for an imaginative (or
exiting) product.
III. An Example of English for Creative Industries
Step 2. Set up detailed evaluation rubrics
Remind the students about the 6 requirements:
1 – 4 = content requirements
5 = accuracy requirement
6 = format requirement
III. An Example of English for Creative Industries
Group Task:
Students propose how to score the 6 categories and explain their reasons.
use the Liker scale?
e.g., excellent, good, fair, poor, …
use a holistic scoring?
e.g., 89, 67,…
use categorical scoring?
e.g., 20%, 15%, …
III. An Example of English for Creative Industries
Step 3. Evaluate the written description in small groups.
Group Task 1:
Exchange the entry forms for evaluation.
Group Task 2:
Exchange the written descriptions for evaluation.
Comment on sub-categories 1 - 4.
Verify if all the format forms are kept.
III. An Example of English for Creative Industries
Difficulty:
The students may lack the abilities to judge what “clear” English is.
Provide helping tips:
• Do you understand what it is written?
• Write down questions besides the ambiguous sentences/expressions.
• Provide your interpretations of the problematic sentences.
III. An Example of English for Creative Industries
Step 4. Revision.
Group/individual task:
Revise the entry form and the written description according to the feedbacks of other groups.
Individual revision promotes more personal efforts.
IV. Final Remarks
Involve the students at all stages, including selecting evaluation items and scoring.
Encourage debates and negotiation during group discussion.
Always question their own and others’ works before publication/presentation.
Give credits to the students’ comments and evaluation; e.g., 50/50 between the teacher’s and the students’ scores.
Questions and Comments?
Thank you!
