ABSTRACT
This chapter addresses the essential element of assessment and evaluation in course design. It also addresses less formal classroom assessment and includes guidelines for conducting some more formative types of English for specific purposes (ESP) assessment. The chapter discusses course evaluation, which is an essential part of the course-design cycle. It addresses the following areas: need for assessment, purpose of assessment, types of ESP assessment, formal assessment, high-stakes testing, Informal assessment and Course evaluation. The chapter covers course evaluation under the umbrella term 'ESP assessment'. A primary concern for a course designer in ESP assessment is alignment. Published diagnostic tests are available, although these are general in nature and do not reflect ESP. Placement tests usually reflect a diagnostic procedure. With ESP projects where more than one group will be studying ESP, some form of placement tool is required. Formative assessment on the other hand is designed to facilitate learning. Diagnostic procedures could be classed as formative.
