Developments in ESP testing practice

Abstract

The PROSPER Project brought about change in ESP teaching in Romania, after 1990. The traditional grammar translation method still in use was replaced partly and step by step by the communicative approach, with an emphasis on authentic tasks similar to real life activities. Testing, as an important part of this methodology shift has to reflect what is being taught in the classroom. So, tests have to test all the four skills, besides grammar and vocabulary which still play an important part in any language test. Testing methods and tasks cover a wider range of activities and test language in use rather than usage. Speaking, which was usually neglected in the traditional method, except for some long monologues, is tested in a meaningful way, such as interviews, dialogues, presentations, etc. Listening is also tested by asking students to concentrate on gist or specific information. Of course, the change in testing methods did not come all of a sudden. It is the result of a lot of training offered to ESP teachers by the BC. The one year long distance course with MANCHESTER University has raised teachers' awareness on such issues as: validity, reliability, discrimination power, practicality. Teachers have become more confident in designing their own tests instead of using off-the-peg materials. The Impact Study of the Prosper Project has revealed changes in testing practices in ESP universities, but they continue to coexist with more traditional, PRE-PROSPER or NON-PROSPER tests.