A contrastive analysis of content-based instruction on English for students of mathematics & computer and cooperative ESP assessment

This applied research report compares and contrasts the suitability of a cooperative ESP assessment at a Japanese university to a content-based instruction course at Tel Aviv University. Five focus areas including development and design, blueprint/specifications, assessment application, wash back on curriculum/summative assessments and evaluation and fine tuning the assessment will be analyzed in further detail to make suggestions and additional improvements with a gauge on the effectiveness on each area. In conclusion, both assessment and curriculum case studies appear to embrace similar philosophies in curriculum. However, upon closer analysis of the assessment instruments used in the assessment case study it would be unsuitable for application in high-stakes test.  Furthermore, critical pedagogical issues and cultural factors play a relevant role in determining the lack of fit between these two case studies. It is also much easier to satisfy national and international standards of English at other universities by indicating the results achieved in a standardized test than a cooperative written test low in reliability.