EVALUATING LARGE NUMBERS OF STUDENTS AT UNIVERSITY LEVEL: THE CASE OF ESP COURSES

THIS PAPER FOCUSES ON THAT PART OF THE EDUCATION PROCESS WHICH IS EQUALLY A TESTAMENT TO THE SKILLS AND KNOWLEDGE THE STUDENTS HAVE ACQUIRED DURING A COURSE AND HOW WELL THE TEACHER HAS MANAGED TO TRANSFER INFORMATION (TOGETHER WITH THE LATTER’S ABILITY TO CORRECTLY DESIGN AND IMPLEMENT THE ASSESSMENT PROCEDURE). THUS, THERE IS NO DOUBT THAT THE EVALUATION PROCESS IS B OTH COMPLEX AND DEMANDING FOR BOTH PARTIES INVOLVED, ESPECIALLY IN THE CASE OF LARGE NUMBERS OF STUDENTS. THROUGHOUT THE YEARS, THE BUSINESS ENGLISH COURSES FOR FIRST - AND SECOND-YEAR UNDERGRADUATES AT THE FACULTY OF ECONOMICS AND BUSINESS ADMINISTRATION IN IAȘI HAVE GONE THROUGH SEVERAL TRANSFORMATIONS, INCLUDING REGULAR UPDATING OF THE STUDY MATERIALS AND MODIFICATIONS TO THE MINIMAL REQUIREMENTS FOR PASSING. HOWEVER, THE FACT THAT THE EVALUATION PROCESS IS 100% ONGOING (AND DIVIDED INTO MULTIPLE COMPONEN TS) HAS REMAINED A CONSTANT, WHICH WE FIND PARTICULARLY IMPORTANT IN THE FIELD OF ELT, BUT ALSO CHALLENGING WITH LARGE NUMBERS OF LEARNERS. THEREFORE, THIS ARTICLE WILL PRESENT THE EVALUATION PROCESS AS IT IS NOW AND PROVIDE SOME PRACTICAL RECOMMENDATIONS ON HOW IT CAN SUCCESSFULLY BE IMPLEMENTED AT UNIVERSITY LEVEL.

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