Abstract
The paper aims to explore the results of the E-campus implementation during the assessment of English for Specific Purposes. The authors focus on the types, aims, and role of assessment in English for Specific Purposes teaching. One hundred students and 100 teachers took part in the research. This paper investigates how the teachers' and students' attitudes to English for Specific Purposes assessment can be changed due to the E-campus usage. The main functions of the assessment are analyzed. The analyses presented in the study broaden current knowledge about the impact of E-campus during summative and formative assessment in English for Specific Purposes course. The criteria for the assessment of spoken interaction knowledge, skills, and abilities during English for Specific Purposes course are discussed. The importance of hard and soft skills in students' future professional activity is estimated. E-campus is considered as one of the main aspects that help students to develop individual learning trajectories. The study provides considerable insight into the advantages of E-campus implementation during the assessment of English for Specific Purposes. The results of this study indicate that the application of E-campus during the assessment of English for Specific Purposes has a positive effect on the learning and teaching process.
Highlights
The theoretical methods used in the study are the generalization of pedagogical and linguistics literature to consider the theoretical backgrounds of assessment; the comparative analysis to stipulate the distinctive features of summative and formative assessment; the description of the results to explain the effect of E-campus assessment implementation in English Language for Specific Purpose (ESP) teaching
The empirical methods used in the paper are the observation of E-campus assessment during the learning process, the quantitative and qualitative analysis of the survey to stipulate the positive or negative effects of E-campus implementation during EPS learning, Fisher's Exact Variance Test (F-test) [8] for verification of results
In order to calculate the results received before and after the implementation of the E-campus for ESP assessment, we have formulated statistical hypotheses, which assume the null (H0) and alternative (H1) hypotheses: Н0: the results presented in sample 1 stipulate that quantity of students satisfied with the ESP assessment before the implementation of the E-campus are higher than the number of students, who are satisfied with the ESP assessment after the implementation of the E-campus; H1: the results presented in sample 1 stipulate that quantity of students satisfied with the ESP assessment before the implementation of the E-campus are lower or equal to the number of students who are satisfied with the ESP assessment after the implementation of the E-campus
Summary
Ukrainian Higher Schools have entered a new century of penetration of innovative technologies into all spheres of their life; it requires prompt and effective adaptation to the new conditions of learning and training.Modern society needs specialists who possess professional knowledge that quickly becomes outdated in the ever-increasing flow of information, and specialists who possess skills and abilities to solve professional problems.This contradiction between the needs of modern society for highly qualified professionals, on the one hand, has an inability of contemporary education to meet these needs, on the other hand, requires further developing of different aspects of the education system, such as assessment issues, new curriculum, and syllabi design, implementation of information technology, etc.This paper considers electronic campus (E-campus) as a key element of the university infrastructure and as a communication environment for the interaction between students, PhDs, teachers, and researchers; it is an integral part of the learning process. Modern society needs specialists who possess professional knowledge that quickly becomes outdated in the ever-increasing flow of information, and specialists who possess skills and abilities to solve professional problems. This contradiction between the needs of modern society for highly qualified professionals, on the one hand, has an inability of contemporary education to meet these needs, on the other hand, requires further developing of different aspects of the education system, such as assessment issues, new curriculum, and syllabi design, implementation of information technology, etc. The requirements for the results of mastering the new skills and abilities entailed many changes in approaches to students’ assessment
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