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This chapter focused on the assessment tests when creating a syllabus. On the first meeting with our business students, we need to do an initial assessment to know what the students know and what they need to know. Level tests ascertain the students' level of English proficiency on a five-level scale (elementary, pre-intermediate, intermediate, lower advanced and advanced). This scale is based on the European 5 level scale established by ALTE. ALTE stands for Association of Language Testers in Europe. After getting to know the students' level we need to do a needs analysis. This will give us an idea of the students' previous learning experiences, what they use English for and what they think they need most. With the level tests and the needs analysis, we can divide our students into groups. There are various types of syllabus but here I'm just going to speak about two. In the structural syllabus, the content is determined by giving top priority to teaching the grammar or structure of the target language, therefore a list of linguistic structures. On the other hand, the purpose of a situational language teaching syllabus is to teach the language that occurs in certain situations.
During our courses, we have to do an assessment of the learning to measure the efficiency of our program. The following are all types of tests: diagnostic, placement, aptitude, achievement, proficiency and progress. At the end of the course, we have to do an evaluation through student evaluations
