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Testing Grammar Assignment
Testing Grammar Assignment
Testing Grammar Assignment
Grammar
“English grammar is chiefly a system of syntax, that decides the order and patterns in which
words are arranged into sentences.” (Close, 1982)
Crystal (1995) says it is "... that branch of the description of language which accounts for the
way in which words are combined to form sentences.”
Testing
Importance of Testing
First of all such tests can help create positive attitudes towards the class.
A second way that English tests can benefit students is by helping them master the
language.
For teachers tests can be used to diagnose their own efforts as well as of students. Tests can
provide insights into the ways that teachers can improve the evaluation process.
Grammar Tests
Writing Specifications
For achievement tests where teaching objectives or the syllabus list the
grammatical structures to be taught, specification of content should be quite straightforward.
When there is not such listing it becomes necessary to infer from textbooks and other teaching
materials what structures are being taught. Specifications for a placement test will normally
include all of the structures identified in this way.
Sampling
This will reflect an attempt to give the test content validity by selecting
widely from the structures specified. It should take account of what are regarded for one reason
or another as the most important structures. It should not deliberately concentrate on the
structures that happen to be easiest to test.
Writing Items
GAP FILLING
Ideally gap filling items should have just one correct response.
For example: What was most disturbing………. that for the first time in his life Ali was on his
way. (was)
An item with two possible correct responses can be used. For example:
He displayed the wide, bright smile …….. had charmed so many people before. (which,
that)
There can be use of more than two items for filling the sentence. For example:
Dr:………. let her cry. She’ll stop in the end. (just, I’d, well, then, etc.)
Paraphrase
Completion
Simple completion items used for testing grammar consist of a sentence from which a
grammatical element is removed. As
The easiest simple completion items are like multiple choice questions with two options. As
Testing the mastery of inflections provides for a productive response. These vary from simple
comparatives to verb tense questions.
Another technique is to use a separate blank for each word in the verb phrase.
Multiple-Choice
In this test an incomplete sentence is followed by four multiple choice options for completing the
sentence. For example:
While she ……… the house, her children were playing outside.
It is an efficient way to test grammar but teachers should follow specific procedure in its
preparation.
Choosing grammar points to test is usually easy. It can be chosen from the structures the teacher
has taught since the last test.
2. Prepare the right kind of sentence context for the grammar structure.
A. These are the incorrect options which we put with the correct word or phrase to complete the
sentence.
It is a poor test as it is just a spelling item. Teachers should avoid such distractions that sound
alike.
C. Unnecessary material confuse the students so it should not be added in the tests. For example:
Cloze Procedure
Cloze tests are prose passages, usually a paragraph or more in length, from
which words have been deleted. The students rely on the context in order to supply the missing
words. It is easy to prepare and easy to score. The cloze is simply a story or essay from which a
number of words have been deleted. In this test, the overall meaning and surrounding grammar
help to replace the missing parts.
Gap filling and multiple choice items are easy to score. The important thing when scoring other
types of item is to be clear about what each item is testing, and to reward points for that only.
There should be one element, such as subject-pronoun-verb inversion, and all available points
should be awarded for that. If two elements are being tested in an item, then points should be
assigned to each of them. In this case both elements have to be correct for any points to be
rewarded.
References
Hughes A. (2003). Testing for language teachers (2nd ed). Cambridge :Cambridge
University Press
Harold S. Madsen (1983). Techniques in testing. New York: Oxford University Press.