Stakeholder support – ‘Did you know …?’
Once you have applied the strategies and principles in this chapter to your EAP assessment context, the following information can be photocopied or adapted for use with different stakeholder groups, such as test takers, parents and staff, who are involved in or affected by your EAP testing and assessment. Consider how this passage could be modified or applied in your own working context.
PHOTOCOPIABLE Did you know …
that we understand which type of EAP test to use in different situations?
EAP tests, like other types of assessment, come in a range of different forms (Hughes, 2003). Identifying which type of test to use with a particular EAP student or group of students is important. In the same way that it is important to select the correct utensil or tool for a particular job or task, so it is essential that the correct type of EAP test is selected for the appropriate circumstances. To use an existing metaphor, if you use a sledge hammer to crack a nut, you cannot expect to reach a very satisfactory outcome.
For admissions purposes, we require students to have already obtained an internationally recognized indication of their EAP proficiency. In general, we use placement EAP tests to organize our students into EAP class groups. We create diagnostic EAP tests to determine students’ learning needs during our EAP courses. Finally, we also use EAP achievement tests to measure the extent to which students’ EAP skills align with the learning outcomes which our EAP modules are based on.
Our tests are also informed by a number of other different assessment options. Our EAP assessments are criterion referenced, based on criteria which have been developed to reflect the EAP skills which we believe that students need to acquire. We build EAP tests which assess both integrated skills, such as reading into writing, and more discrete points, such as vocabulary usage in particular academic contexts.
Above all, we recognize that if the wrong type of EAP test is used in inappropriate circumstances, the results may lead to invalid interpretations, which are misleading for teachers, students and admissions tutors.
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Chapter 1: EAP assessment purpose and function
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