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DISCUSSION AND EVALUATION (GRAMMAR TESTING) - Coggle Diagram
DISCUSSION AND EVALUATION
(GRAMMAR TESTING)
INFORMATION GAP TASK
(To stimulate the conditions of the authentic Language use)
This type of test has positive backwash effects, so the students will need practice in interaction skills as well as in the grammar itself in order to prepare for it.
CONCLUSION
This kind is much more consistent with the objectives of a communicative teaching programme suggests that it is worth to try, at least from time to time and especially when assessing a leaner's overall achievement at the end of course.
PROBLEM RAISED
Validity of the scoring system and particularly weighting given to the different categories
Reliability of the scoring system
One way to improve readability of the test: Have different testers score a sample of the tests. Marked difference in scores between testers, the criteria for assessment may need to be renegotiated
Face validity of the test may be questionable especially if students think that their performance is dependent on their partner's
Particality as this test is much more difficult to set up, administer and score in testing the grammar knowledge
DISCRETE ITEM TEST
TEST 1
Fairly limited which only tested the students' knowledge of the word order constraints on the three adverbs
Main problem: They are primarily form-focused rather than meaning focused.
That student could do both tests simply by knowing where still, yet and already go in the sentence, but without having much understanding of what they mean.
To Improve the Validity of this test : :star: it would need to be supported by an exercise that tests the students' ability to distinguish the meaning not only the form of the adverb :star: Ask students to translate the sentences into their mother tongue :star: Any of the more meaning-focused exercise
TEST 2
The Classic gap-fill is relatively easy to design, and extremely easy to mark, hence its wide popularity in progress tests of this type
MAIN PROBLEM they are primarily form-focused rather than meaning-focused. That students could do both tests simply by knowing where still, yet and already go in the sentence, but without having much understanding of what they mean.
A selective close is preferred for progress testing, where pre-selected items such as all the prepositions, or all the past tense verbs are gapped out.
TEST 3
GRAMMAR INTERPRETATION (Tests the learners' understanding of the items)
Since there is not enough time between understanding and production, tester cannot expecting students to be able to produce the targeted items accurately.
To Improve: Changing the instructions in order to turn the test into the grammar production test.
TEST 4&5
MARKING PROBLEMS
: it allow a considerable degree of freedom to the student.
CONCLUSION
It is important that students are familiar with the test in advance. All of the above tests make perfectly valid exercise types of pair and group work as well as individual study and they can have backwash effect