Chapter 2 referred to tests as one source of information, among several others, in needs analysis. Chapter 4 mentioned feedback during and after EAP courses. Both aspects form part of the process of evaluation, which is an intrinsic part of learning and teaching. The purpose of evaluation is ‘to collect information systematically in order to indicate the worth or merit of a programme or project… and to inform decision making’ (Weir and Roberts 1994), both from the point of view of development and the end product. Evaluation applies to both students and to courses as a whole, and can make use of quantitative methods, e.g. tests, and qualitative methods, e.g. observations, interviews, and questionnaires.

First, we shall look at the different test types, bearing in mind that testing is only one component in the evaluation process (Rea-Dickins and Germaine 1992). Then we shall look at evaluation more generally under the umbrella term ‘feedback’.

‘Test’ and ‘examination’

The words ‘test’ and ‘examination’ are often used synonymously. Sometimes a distinction is made according to the criterion of formality or external/public, where test is ‘smaller’, local, less formal and often part of an ongoing process of evaluation or feedback. However, this distinction breaks down when well-established, formal public exams are known as ‘tests’. Nevertheless, in this chapter, the word ‘test’ will be used to refer to the various evaluation procedures utilised in EAP courses.