Assessing Gramamr (Presentation).pptx
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This document discusses assessing grammar. It defines grammar as the structure and rules of a language. Assessing grammar is important to determine proficiency, identify strengths and weaknesses, and provide feedback. Grammatical knowledge includes accuracy of forms and meanings, and appropriateness in context. Assessment tasks include selected response, limited production like short answers or dialog completions, and extended production like information gaps or role plays. Examples are provided of each type. The document acknowledges several references used.
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Assessing Gramamr (Presentation).pptx
- 1. Welcome……… 1
- 2. Submitted to Ibrahim Hossain Associate Professor Institute of Modern Language University of Chittagong 2
- 3. Presented By: Md. Saiful Islam M.A in ELT Student ID: 22114501 Institute of Modern Language University of Chittagong 3
- 5. What is Grammar? • a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. Jack C. Richards (longman,2010) 5
- 6. Why assess grammar? • A fundamental aspect of teaching • determine a student's proficiency in a language. • to identify the strengths and weaknesses a learner has 6
- 7. Reasons to Assessment Grammar Diagnosing students' strengths and weaknesses. Deciding what to and what not to teach next Giving Students feedback Seeing Students progress Handling students a final grade 7
- 8. Important Principle: What are we trying to Measure?" • English grammar is chiefly a system of syntax that decides the order and patterns in which words are arranged into sentences." – (Close 1982) • Separated but closely related to assessing writing and assessing speaking. Oral performance and Writing samples accuracy and fluency and Count the errors and rate their severity 8
- 9. What is Grammatical Knowledge? • Grammatical forms/structures of language (Accuracy) • Grammatical Meaning of those forms (Meaningfulness) • Their Pragmatic Meaning or Use in a given context (Appropriateness/Acceptability) 9
- 10. Designing Assessment Tasks of Grammar 1. Selected Response 2. Limited Production 3. Extended Production 10
- 11. Selected Response • It requires the test-takers to select the correct answer which is measure to the knowledge of grammatical form or grammatical meaning or grammatical form and meaning at the same time. 11
- 12. Examples 12
- 17. Examples 17
- 18. b. Short-answer • Test-takers are required to use the correct grammatical form and meaning to answer the question. 18
- 19. C. Dialogue-completion tasks Test-takers are required to complete a short conversation or dialogue in which some exchanges are left blank. Test-takers' response are expected to be grammatically correct, both the form and the meaning. 19
- 20. Extended Production • The test-taker’s responses are usually open- ended with several possible correct options; therefore, these tasks are likely to elicit instances of authentic language use. These tasks are often scored using rating scale, such as a scoring rubric. 20
- 21. Information gap tasks • The input for this task is usually presented in terms of incomplete information. This task is required two or more test-takers work together, through communication and interaction, to get all information. 21
- 22. Role-play or simulation tasks • Test-takers are required to take on a role or simulate situation to solve a problem or make a decision. This task can be used to measure a test- taker’s knowledge of grammatical form, meaning and pragmatic use. 22
- 23. Have look on HSC Grammar Question 23
- 24. Acknowledgement & Bibliography • H.D Brown & Priyanka, 2019, Language Assessment (Principles and Classroom Practice) • Arthur Hughes, 2003, Testing for Language Teachers • Scott Thorburry, 1999, How to teach grammar • J Harmer, 1998, How to teach English • ML Tickloo, 2009, Teaching and Learning English • Jack C Richard, 2020, Longman Dictionary of Language Teaching and Applied Linguistics
- 25. 25
- 26. 26