This document discusses assessing grammar. It provides definitions of grammar and explains that assessing grammar is important for determining student proficiency, identifying strengths and weaknesses, and giving feedback. There are different types of grammar assessment formats, including recognition, production, editing, and transformation. The reasons for assessment include diagnosing student abilities and tracking progress. Formative assessment is ongoing, while summative assessment occurs at the end of learning. Authentic assessment and avoiding grammatical terms in instructions are also discussed.

1. Definition The important of Grammar
Assessing Grammar
Test formats Recognition Production Warning
Reason
Formative vs
summative
References

2. Definition
Crystal (1995) says it is "... that branch of the description of
language which accounts for the way in which words
combine to form sentences.”
“English grammar is chiefly a system of syntax, that decides
the order and patterns in which words are arranged into
sentences.” (Close, 1982)
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3. The Important of Grammar
Why assessing grammar?
1. Linguistics or communicative competence?
2. Structures or functions?
3. Usage or use?
4. Prescriptive or descriptive?
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4. Assessing Grammar
1. Assessment is another fundamental aspect of teaching.
2. Assessment can help you determine a student's proficiency
in a language.
3. Using assessment can help to identify the strengths and
weaknesses a learner has.
4. Teachers also need to use constant assessment to
determine how well students are comprehending the
material that has been covered or how much information
they picked up from a specific course.
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5. Assessing Grammar
5. Assessment and evaluation are not the same yet they
are closely related.
6. Assessment relates to individual student learning. It is
the act of collecting information and making judgments
on a language learner’s knowledge of language and
ability to use it.
7. Evaluation refers to a broader term concerning a
collection and interpretation of information relating to
the value of an entire course or program for the reach of
specific functions or goals.
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6. A.Diagnosing students strengths and
weaknesses.
B. Deciding what to and what not to teach next.
C. Giving students feedback.
D.Seeing students progress.
E. Handing students a final grade.
Reasons to assess:
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7. Formative assessment and
Summative assessment
Formative
Summative
on going process
at the end of learning
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8. Authentic Assessment
• Authentic assessment is another way to check for students'
understanding of grammatical rules. For example, they
might be asked to take a newspaper article and make
corrections or improvements.
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9. For students to identify
errors in a given
context.
For students to show
communicative skills.
⃝ Multiple choice items
⃝ Error-recognition
⃝ Items True/False
⃝ Pairing and matching
items
⃝ Completion items
⃝ Paraphrase
⃝ Editing
⃝ Sentence transformation
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10. • The use of grammatical terms should
preferably be avoided in the
instructions.
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11. Choose the correct tense forms
I opened the window. The rain (1)______but the
wind (2)________.
A) (1) had stopped, (2) was blowing
B) (1) has stopped, (2) is blowing
C) (1) was stopped, (2) was blowing
D) (1) stopped, (2) is blowing
E) (1) stopped, (2) was blowing
Choose the most
appropriate option.
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12. Fill in the blank using a word from the box.
John usually ______from Monday to Friday
a. works b. worked c. has worked d. is working
⃝ They can be tricky or too picky
⃝ Difficult to test attitudes towards learning
⃝ Knowledge is limited to options provided
⃝ Difficult to construct at higher levels
⃝ Encourages guessing (25% chance)
⃝ More than one option may be possible
⃝ All options must be grammatically possible
Magdalena, J.
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13. Error Recognition
I enjoyed study linguistics at University and now I’ve enrolled at the English
A B C D
Education Faculty.
1. Helps test takers to learn to analyze structures and grammar patterns.
2. They are also an effective means of learning new vocabulary.
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14. True/False
• Is this sentences true or false?
“He works from Monday to Friday”
Does not demonstrate broader knowledge
Difficult to construct in higher levels
Encourages guessing due to 50/50 chance
Difficult to test attitudes toward learning
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15. Pairing/Matching Items
• This type of item usually consists of a short conversation: e.g. a
stimulus in the form of a statement or question followed by a response
often in the form of a statement. It is used to test the ability to select
appropriate responses to stimuli which would be presented orally in
normal everyday situations.
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16. • Column 1 Letter Column 2
• Doing to see a film tonight? ……. A. No, I didn’t.
• How was the film? ……. B. Most are, I think.
• I can’t stand war film, can you? ……. C. It’s one of the reasons.
• So you went to the cinema. ……. D. I had a lot of work to do.
• Don’t you find war films too violent? ……. E. Actually, I quite like them.
• Have you ever seen a Japanese war film? ……. F. Yes, I probably will.
• I like war films. ……. G. No, I haven’t.
• Is everyone going to see the film? ……. H. What a good idea! I prefer them
to war films.
• What about going to see a cowboy film instead? ……. I. So do I.
• Why didn’t you come with us to see the film? ……. J. All right. Nothing special.
• Is that why you don’t like war films? ……. K. Not really, I quite like them.
Example
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17. A context must be provided so students
identify functions.
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18. John is a doctor (Is John a doctor?)
1. More than one option may be possible
2. It may be too mechanical. Add elements
to make them realistic.
3. It is limited in the provision of context
4. Few aspects might be assessed (passive,
reported, comparatives, conditionals…)
Completion
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19. • Paraphrase items require the students to write a sentence
equivalent in meaning to one that is given. It is helpful to
give part of the paraphrase in order to restrict the students
to the grammatical structure being tested.
• For example: Testing passive, past continuous form.
• When we arrived, a policeman was questioning the bank
clerk.
• When we arrived, the bank clerk………………..
Paraphrase
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20. John usually working from Monday to Friday
1. Tests recognition of mistakes
2. Can also test production through corrections
3. More than one correction may be possible
4. Mistakes must be grammatically possible
Backwash may be negative
5. Context is essential
Editing
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21. Complete sentense using the appropiate form of the word in parentheses.
John is a doctor. He ______(work) in a hospital.
⃝ More than one option may be possible
⃝ Clues will limit the answers
⃝ Difficult to test attitudes towards learning
⃝ Some context may be added
⃝ Instructions are essential
⃝ Few aspects might be assessed (passive,
reported, comparatives, conditionals…)
Magdalena, J.

22. START QUIS

23. A
B
C
D
X
Congratulation !! Correct Answer !! Click here to continue
Andi Warbol was _____in the Pop Art movement
who was known for his multi-image silk-screen
painting.
• A leading figure
• That one of a leading figure
• Leading figures
• Who leads figures

24. A
C
B
D
X
Congratulation !! Correct Answer !! Click here to continue
For at least 4.000 years, Native American Artists
A
adorned rocks, cliff walls, and caves in the American
B
Southwest with an amazing various of symbolic
C
figures.
D
• Various
• Caves
• Figures
• At least

25. 1. Crystal, David. 1995. The Cambridge Encyclopedia of
The English Language. Cambridge: Cambridge University
Press.
2. Magdalenda, Jonathan. (W/D). Testing grammar.

26. © 2015
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