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Assessing Grammar Group3

Grammar is central to language assessment and measures test takers' communicative competence, which has four components: grammatical, sociolinguistic, discourse, and strategic competence. Grammatical knowledge consists of form, meaning, and their use in context. Assessment tasks can be selected response (e.g. multiple choice), limited production (e.g. short answer, gap fill), or extended production (e.g. role play, information gap). Rubrics are used to assess grammar accurately. Self- and peer-assessment are also important.

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559 views17 pages

Assessing Grammar Group3

Grammar is central to language assessment and measures test takers' communicative competence, which has four components: grammatical, sociolinguistic, discourse, and strategic competence. Grammatical knowledge consists of form, meaning, and their use in context. Assessment tasks can be selected response (e.g. multiple choice), limited production (e.g. short answer, gap fill), or extended production (e.g. role play, information gap). Rubrics are used to assess grammar accurately. Self- and peer-assessment are also important.

Uploaded by

febri
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ASSESSING GRAMMAR

Group 3
Members of Group 3

Ni Made Kristin Natalia Ketut Widya Astuti Ni Putu Febriana Dewi


1712021076 1712021088 1712021091
Members of Group 3

Ni Luh Soma Antari Ni Nyoman Diah Krisna Larasati


1712021096 1712021100
Grammatical forms or the
structures of a language
Form is both morphology or how
words are formed, and syntax, ho
Assessing w words are strung together, both
of them are concerned with the lin

Grammar guistic accuracy of language

The grammatical meaning of t


In term of assessment, grammar hose forms
is central to language description Grammatical meaning consists of
and test taker performance. both the literal and intended mess
age that is conveyed by the form.
Communicative competence has It concerned with the meaningfuln
four components: grammatical, soci ess of the language used
olinguistic, discourse, and strategic
competence. Grammatical knowled
ge consist of three elements Their pragmatic meaning or
use in a given context.
The pragmatic or implied meaning
results from the appropriate langu
age choices a learner makes in a
given communicative event.
Example of Task Type
Characteristics
of
tasks
DESIGNING ASSESSMENT TASKS:
SELECTED RESPONSE

Discrimination tasks
The tasks that asks the test-takers to at
tend to input that can be either languag
e or non-language and to respond in th
e form of a choice between or among c
ontrasts or opposites, such as true/fals
Multiple-choice tasks e. (grammatical form and meaning)
Discrimination tasks
The most common selected responses Test-takers are asked to indicate (unde
task presents a blank or underlined wor rline or circle) that they have identified
ds and a sentence and the test a specific feature in the language samp
taker must choose the correct respons le. (grammatical meaning)
es from the options that are given.
(Grammatical form, Grammatical meani
ng, Grammatical for and meaning)
DESIGNING ASSESSMENT TASKS: LIMITED PRODUCTION

Short-answer tasks Dialogue-completion tasks


Gap-filling tasks The input is presented in the for
The language is presented in The input is presented in the for
m of a question following reading m of a short conversation or dialog
the form of sentence, dialogue, ue in which a part of the exchange
. passage or oral/visual stimulus.
or passage in which a number or the entire exchange is left blank
of words are deleted. and the expected response meant
to be grammatically correct.
DESIGNING ASSESSMENT TASKS:
EXTENDED PRODUCTION

Information Gap Tasks Role-play or


Simulation Tasks
Presents the input in te
rms of incomplete informat The input presents test-takers
ion. with a language or non-language
prompt that asks them to take on
a role or stimulate a situation to so
lve a problem, make decision, or p
erform some transaction collabora
tively.
Rubric of Grammar Assessing
Rubric of Grammar Assessing
Rubric of Grammar Assessing
Self-Assessment
Peer-Assessment
References
Brown, H. Douglas. 2003. Language Assessment Principles and Cl
assroom Practices. California: Longman University Press .

Purpura, J. E. (2004). Assessing grammar. Cambridge, U.K: Cambridge


University Press
D
D
Thank you

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