Continuous Assessment in ESP Context

  • Iryna Didenko Taras Shevchenko National University, Kyiv, Ukraine


Due to the globalization process and scarcity of learning hours Ukrainian higher educational standards in terms of English for Specific Purposes course are being reconsidered currently to enable university graduates to be highly competitive in the world labour market. Under these conditions assessment as an integrated part of any process of learning has to be reviewed as well. Earlier assessment was used as a tool for increasing extrinsic motivation of students and measuring their success, but nowadays, when the learning hours have been decreased dramatically, we have researched, how to reduce possible demotivating effect of assessment and how to use assessment for enhancing intrinsic motivation of students. For that purpose we have used a variety of continuous assessment. Moreover, we have managed to contribute in the development of 21-st century skills of our students (critical thinking, creative thinking, collaborating, communicating) through self-assessment and peer-assessment while they were developing the criteria for assessment themselves. Furthermore, during the experiment that lasted from September, 2016 till June, 2017 students under our supervision have developed the lists of criteria for assessing such soft skills as presenation preparation and delivery, participation in discussions, etc. The results of the experiment were measured with the help of summative assessment at the end of the study year and questionnaires that students under experiment filled in January, 2017 and in June, 2017. The difference with the control group was tremendous.
Oct 6, 2017
How to Cite
DIDENKO, Iryna. Continuous Assessment in ESP Context. European Journal of Multidisciplinary Studies, [S.l.], v. 2, n. 6, p. 138-141, oct. 2017. ISSN 2414-8385. Available at: <>. Date accessed: 11 july 2020. doi: