COURSE MODULE GINGOOG CITY COLLEGES,

MODULE 10

INC
Paz Village Sub., Brgy. 24A, Gingoog City

College of Education
GRAMMAR ASSESSMENT TASKS
ADVANTAGES AND DISADVANTAGES OF TASKS FOR GRAMMAR SKILLS ASSESSMENT
Semester of A.Y. 2020-2021
Introduction

Before we go into the assessment of grammar, we have to once again make clear the definition of
grammar. According to Larsen-Freeman’s concept, grammatical knowledge includes three
interconnected elements: (1) grammatical forms or the structures of a language; (2) the grammatical
meanings of those forms; (3) their pragmatic meaning or use in a given context. (p.294, Brown) She
focused on the form, meaning and use of grammatical knowledge.

          Over the years, with the great changes of the methods adopted in teaching grammar, the focus
on grammar has changed. The Grammar Translation Method emphasized learning the grammatical
structures of the language, ignoring the importance of communication ability; the Direct Method
emphasized that grammar would be learned through exposure and interaction and it needn’t to be
taught by purpose; while the Communicating Language Teaching focused on meaning and fluency,
along with teaching grammar. Today, through the correct use of grammar in communication, learners’
knowledge of grammar can be evaluated and assessed.

Rationale

Grammar tests are used in many standardized tests. Brown and Abeywickrama(2010:294) stated that the
grammar test should focus on grammatical points such as tense, article, sentence structure and so on. Before
conducting the test of grammar there are several points should be considered. The first is considering the
definition of grammatical knowledge itself.

Brown and Abeywickrama (2010:294) defined grammatical knowledge as knowledge of rules of phonology,
lexis, syntax and semantics. It consists of three interconnected elements; grammatical forms or the structure
of language, the grammatical meanings of those forms and their pragmatic meaning or use in a given context.
All of these elements should be included in grammar testing. In testing grammar, there are several test
designs can be used be based on the tasks; selected response, limited production and extended production.
(Brownand Abeywickrama 2010:294)

The starting point in designing assessments is to think systematically about language use in the target
language use (TLU) domain. The objective is usually to create assessment tasks that emulate TLU tasks so
that performance on the assessment reflects, to the extent possible, target language use. Do assesses have to

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carry out similar activities, employing similar processes both in the assessment and in the TLU domain?

To achieve this objective, the assessment designer can use these tables to find appropriate combinations of
elements – a selected response gap fill task could involve choosing a word to fill a gap in a sentence; a
similar constructed response gap fill task would not offer any words to choose from, but would simply
require the assessee to write the word needed to fill the gap.

Learning Outcomes:
This module aims that the students will:
 learn the different grammar assessment tasks; and,
 learn the advantages and disadvantages of these tasks.

Discussion

Tasks 1-7 in the tables below are traditional, language-centered, tasks 8-10 may be viewed as semi-authentic,
while task is authentic. It means that
a. in real life we never do or need gap filling or multiple choice,
b. we regularly write letters, speak with each other (dialogue) or in front of public (monologue).

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Some tips for effective assessment of grammar skills:

Thus, we can see that it is difficult to organize the assessment of grammar skills in such a way that both

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teachers and students are happy and that the testing results really reflect the ability of students to
communicate in the target language effectively (from grammatical viewpoint) is rather difficult.

Still, here are some tips:

a. To avoid the boredom, hold tasks 1-7 as a competition between pairs or small groups or as a game.
b. Make gap-filling and multiple-choice text based as often as possible, choose interesting by contents
texts for that.
c. To avoid guessing by chance influencing the grade too much, involve 4-5 options, where applicable.
d. Give effective examples demonstrating how a grammar mistake can turn an utterance into an
ambiguous one
e. Teacher’s book should contain a rich bank of assessment tasks made up by professionals which are
relevant to the given book.
f. Use more text-based and situation-based assessment tasks.
g. Do not use only tasks dealing with writing, involve tasks dealing with speaking, listening and
reading. Involve both productive (speaking, writing) and receptive/perceptive (listening, reading)
tasks.
h. Ratio of drills to semi-authentic and authentic tasks should be in favor of the authentic tasks.
Remember that assessment only on drill-type level does not prepare for real-life problem solving.
i. Not only grades and correctly done tasks should be emphasized, but also the development of the
strategies of fulfilling the tasks that involve difficulties. Avoidance and meaning elicitation strategies
should be discussed and practiced.
j. The grammatical aspect of self-editing strategies needs to be practiced. Let successful students speak
out how they do it.
k. When the activity is difficult, model it (fulfill it yourself, or ask a bright student to fulfill it first).
l. Work out a good rubric for authentic tasks, let students participate in making it up. Provide
discrimination in assessment between mistakes not causing (“local”) and causing misunderstanding
(“global”).
m. While assessing, concentrate on student achievement instead of failures, teach students to turn their
errors into useful lessons, steps to future success, instead of negative memories.

Assessment
(to be taken as a project):

Instruction:

Choose a grammar lesson/topic and prepare a set of tests for each of the grammar tasks, namely:

A. Traditional/Language-Centered
1. Gap filling
2. Multiple choice type
3. Transformation
4. Clause Combining
5. Making up sentences from the given words
6. Error identification
7. Error Correction

B. Semi-authentic
1. Choosing or independent sentence interpretation, based on grammatical form/structure (while
listening or reading)
2. Text-based (and probably the situation is described) gap filling

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3. Grammatical games

C. Authentic
1. Authentic (essay, letter, dialogue, monologue on a topic-grammatical comprehensibility
assessed).

The tests shall contain specific instruction and answer key.

Reflection
Write in your reflection journal your responses to the following questions:
1. What have you learned from the module? (factual)
2. What have you realized based on your factual learning from the concepts in the module? (affective)

Resources and Additional Resources

Freeman, D. 27 Teaching and testing grammar. (2009). Retrieved from https://teachgrammar.com/wp-

content/uploads/2012/07/Teaching-and-Testing-Grammar.pdf

Nozadze, A. How to make assessment of grammar skills more efficient. Journal of

Education Retrieved from
https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/73/81.

Teaching and assessing grammar. Retrieved from

https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_resources/tea
ching_and_assessing_grammar.html

http://www2.vobs.at/ludescher/Grammar/teaching_grammar_through_songs_a.htm

Mejzini (2016). Teaching children through songs, chants and rhymes. European Journal of English Language
Teaching

List of Required Submissions for Module 10) Remarks

1. Submit project on the Assessment part Post in the google classroom drive.
2. Write in your 1 page-reflection journal your responses to
the following questions: Additional Guidelines:
-Times New Roman
 What have you learned from the module? -Size 12
(Factual/Cognitive) -1.5 spacing
 What have you realized based on your factual learning -A4 size document
from the concepts in the module? (affective)
Due:
Final Exam Exam

Teacher’s Contact Info:

09363548815

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