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HOW TO TEST GRAMMAR - Coggle Diagram

- - - - The teacher now wants to try out the command of these adverbs from her students. Discrete tests are tests that measure one language feature at a time.
        
        TEST 2
        
        The traditional style of gap-fill exercise has the added benefit of being a complete text instead of isolated phrases. The student needs to deal with the context of the text in order to fill the gaps effectively, but, as the testee only has three adverb options each time, chance will play a part in getting the answer correct.
        
        TEST 3
        
        Students must relate the meaning of the test item to some details. Tests students' comprehension of things and is a kind of grammar interpretation task.
        
        TEST 4
        
        It needs the learner to exercise a little imagination and would therefore not benefit students who find spontaneity and creativity-especially under test conditions-a high order.
        
        These assessments step in the direction of performance tests by providing a substantial degree of independence for the pupil, which allows problems to be found, but by providing less developed contexts for presenting the targeted objects, and by requiring development as well as understanding.
        
        TEST 1
        
        Just measures students' understanding of limitations of word order on the three adverbs. A practice that measures the ability of learners to differentiate the context, and not just the form, of adverbs, is important to enhance the validity of this test.
        
        Primarily form-focused rather than meaning-focused. Students were able to make both assessments simply by understanding where still, yet, and already go, but by not being sure of what they said.
        
        TEST 5
        
        It offers a more natural sense, but will again benefit students who are already good writers and who have versatile vocabulary at their command. This decreases the usefulness of the test as a discrete item.
- - - - FACE VALIDITY
        
        The face validity of the test may also be questionable, particularly if students feel that their success depends on the performance of their partner. One solution will be to work with the examiner or, if possible, an instructor while the examiner is listening.
        
        Finally, with regard to spin-off, there isn't anything that the instructor can do afterwards in the lesson, unless it was somehow documented.