Testing grammar
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The document provides guidelines for writing achievement tests and lists common test item types. It recommends that tests only assess what has been taught, not introduce new content, and evaluate more than just accuracy. Tests should also be validated. Common test items include multiple choice, fill-ins, sentence completion, reordering, transformations, and writing sentences and paragraphs. The document references a book on teaching and learning grammar.
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This document discusses various methods for testing English grammar. It begins by asking what aspects of grammar should be measured and whether the focus should be on structures, functions, usage, or descriptive vs. prescriptive rules. Common test formats are then outlined, including recognition through multiple choice, true/false, and gap-filling questions, as well as production through sentence building and editing exercises. The document recommends providing context and measuring a test-taker's ability to communicate grammatically for different audiences and tasks. Sample grammar testing activities are described, like split sentences, describing pictures, and story-building to evaluate understanding of various tenses and sentence construction.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
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Testing Grammar
The document discusses various formats for testing grammar, including recognition (e.g. multiple choice, true/false) and production (e.g. sentence building, transformation). It notes advantages and disadvantages of different formats, and suggests they should provide context, require communicative responses to demonstrate meaning, and test production abilities, not just recognition. Picture-based and story-based activities are proposed to integrate testing of grammar knowledge and skills.
Assessing grammar
Assessment is a fundamental aspect of teaching that can help teachers determine students' language proficiency and identify strengths and weaknesses. Teachers need ongoing assessment to understand how well students are comprehending material. Assessment relates to individual learning while evaluation refers to assessing an entire course or program. Reasons to assess include diagnosing student abilities, informing future lessons, providing feedback, and assigning grades. Formative assessment occurs during teaching to improve outcomes while summative assessment happens at the end to measure achievement. Common forms of assessment include classroom tests, elicitation, observation, journals, portfolios, error analysis, and questionnaires. Grammar tests can be discrete, assessing individual items, or integrative, evaluating a range of skills.
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This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
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The document discusses grammar testing and communicative language testing. It notes that Crystal defines grammar as "that branch of the description of language which accounts for the way in which words combine to form sentences." It also discusses different types of grammar test items like multiple choice, error recognition, and sentence transformation. The document advocates for providing context in grammar tests so students can identify language functions, and avoiding grammatical terms in test instructions.
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The document discusses several key concepts in Chomsky's Principles and Parameters theory of grammar:
- Language knowledge consists of universal principles and parameters that vary across languages. Parameters specify word order and position of elements in phrases.
- Phrases have a hierarchical tree structure and are headed by certain elements like verbs or nouns. The position of heads relative to complements is specified by the Head Parameter.
- Binding theory addresses the relationship between referring expressions like pronouns and their antecedents within sentences. It defines classes of words and constraints on their reference.
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This document discusses various formats for testing grammar and considerations for their use. It suggests that grammar be tested within communicative contexts to evaluate a test taker's ability to use grammar appropriately. Formats recommended include having test takers write something of discourse length for a known audience, describe pictures without seeing them, dictate pictures to peers, put a story in order, or role play in limited situations. The goal is to go beyond recognition to production and evaluate understanding of grammar in service of communication.
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The document provides an analysis of Section 2 of the TOEFL test, which assesses grammar. It discusses the test's purpose, date of application, practical considerations like administration and scoring, test construction, sample questions, analysis of grammar points and question types covered, reliabilities, validity, strengths, and concludes that the TOEFL is the most reliable standardized test for measuring non-native English speakers' university-level abilities.
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This document summarizes different approaches to grammar:
- The syntactocentric perspective defines grammar as accounting for an ideal speaker's knowledge of structure and predicts language use.
- The communicative perspective treats grammar as one resource for communicating messages and interpretations.
- Traditional grammar focuses on prescriptive rules and exceptions, while structural grammar describes morphology and syntax patterns.
- Transformational-generative grammar reveals an underlying universal grammar.
- Corpus linguistics analyzes large text collections to show language patterns and variation.
- Systemic-functional grammar sees grammar and meaning as interconnected within contexts.
- Speech act theory views communication as appropriate language use within a context.
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The document discusses various methods for testing different areas of language on a language exam, including pronunciation, grammar, vocabulary, listening, speaking, reading, and writing. It provides details on limited response tests, multiple choice tests, reading aloud, and cloze tests as ways to assess pronunciation and grammar. For each method, it outlines the advantages and limitations, such as being easy to prepare but time consuming to score, or providing good control but not directly measuring conversational skills. The goal is to select methods that best evaluate students' language abilities in a valid and reliable manner.
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Testing grammar
This document discusses various methods for testing English grammar. It begins by asking what aspects of grammar should be measured and whether the focus should be on structures, functions, usage, or descriptive vs. prescriptive rules. Common test formats are then outlined, including recognition through multiple choice, true/false, and gap-filling questions, as well as production through sentence building and editing exercises. The document recommends providing context and measuring a test-taker's ability to communicate grammatically for different audiences and tasks. Sample grammar testing activities are described, like split sentences, describing pictures, and story-building to evaluate understanding of various tenses and sentence construction.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
Testing grammar and vocabulary
This document discusses testing grammar and vocabulary in language assessments. It begins by outlining reasons for testing grammar, including that grammatical ability limits other skills and it helps diagnose gaps for teachers and learners. It then provides examples of different item types for testing grammar, including gap filling, paraphrase, completion, and multiple choice. Scoring considerations for production-based grammar tests are mentioned. The document also discusses testing vocabulary and provides examples of item types, such as recognizing synonyms, definitions, and filling gaps. Pictures and definitions are provided as examples for production-based vocabulary testing.
Testing Grammar
The document discusses various formats for testing grammar, including recognition (e.g. multiple choice, true/false) and production (e.g. sentence building, transformation). It notes advantages and disadvantages of different formats, and suggests they should provide context, require communicative responses to demonstrate meaning, and test production abilities, not just recognition. Picture-based and story-based activities are proposed to integrate testing of grammar knowledge and skills.
Assessing grammar
Assessment is a fundamental aspect of teaching that can help teachers determine students' language proficiency and identify strengths and weaknesses. Teachers need ongoing assessment to understand how well students are comprehending material. Assessment relates to individual learning while evaluation refers to assessing an entire course or program. Reasons to assess include diagnosing student abilities, informing future lessons, providing feedback, and assigning grades. Formative assessment occurs during teaching to improve outcomes while summative assessment happens at the end to measure achievement. Common forms of assessment include classroom tests, elicitation, observation, journals, portfolios, error analysis, and questionnaires. Grammar tests can be discrete, assessing individual items, or integrative, evaluating a range of skills.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
Grammar testing
The document discusses grammar testing and communicative language testing. It notes that Crystal defines grammar as "that branch of the description of language which accounts for the way in which words combine to form sentences." It also discusses different types of grammar test items like multiple choice, error recognition, and sentence transformation. The document advocates for providing context in grammar tests so students can identify language functions, and avoiding grammatical terms in test instructions.
Testing Grammar
This document discusses considerations for different types of language tests. It notes that proficiency testing has low importance for directly testing limits, while placement tests have high importance. Achievement and diagnostic tests are more applicable for testing grammar through techniques like paraphrase, completion, and modified cloze exercises. Careful allocation of points is needed, separating points for items testing multiple skills. Vocabulary tests for placement should sample high frequency words according to their usefulness and occurrence in texts. Both recognition and production can be tested, though production is only possible for achievement tests. Communicative tests are less important for learning but suitable for assessing the learning process with less backwash effect.
Principles and parameters of grammar report
The document discusses several key concepts in Chomsky's Principles and Parameters theory of grammar:
- Language knowledge consists of universal principles and parameters that vary across languages. Parameters specify word order and position of elements in phrases.
- Phrases have a hierarchical tree structure and are headed by certain elements like verbs or nouns. The position of heads relative to complements is specified by the Head Parameter.
- Binding theory addresses the relationship between referring expressions like pronouns and their antecedents within sentences. It defines classes of words and constraints on their reference.
Testing Grammar
This document discusses various formats for testing grammar and considerations for their use. It suggests that grammar be tested within communicative contexts to evaluate a test taker's ability to use grammar appropriately. Formats recommended include having test takers write something of discourse length for a known audience, describe pictures without seeing them, dictate pictures to peers, put a story in order, or role play in limited situations. The goal is to go beyond recognition to production and evaluate understanding of grammar in service of communication.
Assessing grammar
The document provides an analysis of Section 2 of the TOEFL test, which assesses grammar. It discusses the test's purpose, date of application, practical considerations like administration and scoring, test construction, sample questions, analysis of grammar points and question types covered, reliabilities, validity, strengths, and concludes that the TOEFL is the most reliable standardized test for measuring non-native English speakers' university-level abilities.
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This document discusses considerations for different types of language tests. It notes that proficiency testing has low importance for directly testing limits, while placement tests have high importance. Achievement and diagnostic tests are more applicable for testing grammar through techniques like paraphrase, completion, and modified cloze exercises. Careful allocation of points is needed, separating points for items testing more than one grammar concept. Vocabulary tests for placement should sample high frequency words according to textual importance and usefulness. Both recognition and production can be tested, though production has less applicability for achievement tests. Communicative tests are less important for learning but suitable for assessing the learning process with less backwash effect.
Testing : An important part of ELT
It is an important part in English Language Teaching. It helps the teachers to make an effective test as well as to take the testing system to new height.
Assessing Grammar (Summary ch 1, 8 & 9)
This document summarizes different approaches to grammar:
- The syntactocentric perspective defines grammar as accounting for an ideal speaker's knowledge of structure and predicts language use.
- The communicative perspective treats grammar as one resource for communicating messages and interpretations.
- Traditional grammar focuses on prescriptive rules and exceptions, while structural grammar describes morphology and syntax patterns.
- Transformational-generative grammar reveals an underlying universal grammar.
- Corpus linguistics analyzes large text collections to show language patterns and variation.
- Systemic-functional grammar sees grammar and meaning as interconnected within contexts.
- Speech act theory views communication as appropriate language use within a context.
Testing language areas and skills
The document discusses various methods for testing different areas of language on a language exam, including pronunciation, grammar, vocabulary, listening, speaking, reading, and writing. It provides details on limited response tests, multiple choice tests, reading aloud, and cloze tests as ways to assess pronunciation and grammar. For each method, it outlines the advantages and limitations, such as being easy to prepare but time consuming to score, or providing good control but not directly measuring conversational skills. The goal is to select methods that best evaluate students' language abilities in a valid and reliable manner.
Fundamental concepts and principles in Language Testing
The importance of testing
Distinctions among test, evaluation, and assessment
Qualities of a language test: reliability, validity, etc.
Principles of Language Assessment
This document discusses principles of language assessment, including practicality, validity, reliability, authenticity, and washback/backwash. It provides definitions and examples for each principle. Practicality considers cost, time, administration, and scoring of a test. Validity includes content, criterion, construct, consequential, and face validity. Reliability examines consistency of scores and includes student-related reliability, rater reliability, test administration reliability, and test reliability. Authenticity aims to correspond test tasks to real-world language use. Washback/backwash refers to how a test impacts teaching and learning.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Testing grammar
- 1. Didáctica de la gramática y de los elementos léxicos KASANDRA RUBI FLORES GUTIERREZ
- 2. Writing achievements tests 1.- Don’t test what you haven’t taught 2.- Don’t test general knowledge
- 3. 3.- Don’t introduce new techniques in tests 4.- Don’t just test accuracy 5.- Don’t forget to test the test
- 4. Test items - Multiple choice - Fill-ins - Sentence completion
- 5. - Sentence reording - Transformations - Sentence writing - Parallel writing
- 6. Reference: Harmer, Jeremy (1987); Teaching and Learning Grammar, Longman Group UK Limited, United States of America.