LANGUAGE ASSESSMENT PRACTICES IN ENGLISH FOR OCCUPATIONAL PURPOSES COURSES: INSIGHTS FROM STUDENTS’ PERCEPTIONS

Abstract

This article adopted the theoretical framework about principles of language assessment by Brown (2010) to investigate students’ perceptions about assessment practices employed in English for Occupational Purposes (EOP) courses. A quantitative approach has been adopted to attain the aims of the research. Data were collected through survey questionnaires delivered to 158 non-majored English students in a technical public university in Hanoi, Vietnam. Findings indicate that most students are satisfied with the assessment methods used in EOP courses in terms of validity, practicality, reliability, authenticity and washback. This study provides a deeper understanding of the effectiveness of the current assessment practices in EOP courses, while also highlighting the challenges that need to be addressed. Based on these findings, the study also discusses several implications for future research and provides some recommendations to enhance the quality of the assessment activities in EOP courses in university setting.