Assessing Grammar and Vocabulary

Grammar is essential for language assessment because it’s key to how well we understand
and use language. A person’s understanding of grammar in a second language is evaluated
by how accurately they use it when listening, speaking, reading and writing.
COMMUNICATIVE COMPETENCE is about using language effectively in real life situations,
not just knowing the rules. It's about being able to communicate clearly, appropriately and
successfully.
4 COMPONENTS
1.) Grammatical - knowing the grammar, vocabulary and pronunciation of a language.
Example: A person learning English knows the difference between “I am” and “I’m”. They
can use it correctly in a sentence and understand that basic grammar rule.
I am-more formal way. Use in writing or when speaking in formal setting.
I’m – casual way. Use it in everyday conversations with friends and family.
2.) Sociolinguistic – understanding how to use language appropriately in different social
situations (formal vs informal, cultural differences etc.)
Example: If you’re talking to your boss, “Could you please…” or “I would appreciate if you
could…”
But if you’re talking to your friends, you can just say “Hey, can you…” or “Do me a favor”
Your language depends on who you’re talking to.
3.) Discourse – how we communicate and interact with each other through language but not
just about the words we use, but also how we use them in different contexts.
Example: you’re asking a friend for directions.
You: Hey, can you tell me how to get to the l
Friend: sure, just take a left at the corner, then go straight for two blocks. It’s on your right”.
The word, context and intention all come together to create a meaningful interaction, making
it a discourse.
4.) Strategic competence – knowing how to use language to achieve your goals. It’s about
being smart and flexible with your communication. Example: imagine you’re trying to
convince your friend to go to a concert with you. The strategic competence here is you might
start mentioning the band they like then highlight the fun parts of the concert and finally offer
to buy them a ticket. The non strategic is directly saying “Let’s go to the concert “ and not
using strategy for her to agree.
GRAMMATICAL KNOWLEDGE – understanding the rules of how language works. It's like
knowing the recipe for a good sentence.
GRAMMAR - blueprint that tells you how to put pieces or words together in the right order.
And the words are the building materials like bricks, wood, etc.
4 ELEMENTS
A. Grammatical forms or structures of language- how words fit together to create meaning.
Nouns(people, places, things ideas) verbs(describe actions or state of
being)adjective(describe nouns, big, red, happy)adverb(describe verbs, quickly, very,
happily) prepositions show relationships between words(on, in, under, to, from)
conjunctions connect words or phrases (and, but, between).form are morphology and
syntax. Morphology is how words are formed.
Example: break prefix-unbreak suffix-breakable =unbreakable.
 Syntax is how words arranged in a sentence to create meaning.
Example: SVO-The cat sat on the mat.
Both of them are concerned with the linguistic accuracy of language. (Syntax and
Morphology)
B. The grammatical meaning of those forms refers to how words structures and
arrangement convey specific meanings.
Example: morphology- happy (base form) happier (comparative) happiest (superlative)
Syntax- she is happy - is she happy? From statement to question.
Semantics – happy means joy but in diff contexts “happy to help”.

2 KINDS OF GRAMMATICAL MEANING

1. Literal - refers to the direct, dictionary definition of a word or phrase.
Example: It’s raining cats and dogs” literally suggests that cats and dogs are falling from
the sky, which is nonsensical.
2. Intended - refers to the meaning that the speaker actually wants to convey, which may
differ from the literal interpretation.
Example: The same phrase, “It’s raining cats and dogs,” is intended to mean that it’s
raining heavily.
C. Their pragmatic meaning or use in a given context-refers to how context influences the
interpretation of meaning beyond the literal words.
Example: In a workplace, if someone says, “It’s getting late,” the literal meaning is a
statement about the time. However, the pragmatic meaning might imply that it’s time to
wrap up a meeting or leave, depending on the context and tone.
Example: Imagine you accidentally broke your mother’s favorite vase then she yelled at
you “Wow, nice job!

DESIGNING ASSESSMENT TASKS

Selected response typically refers to a type of assessment or question format where the
respondent chooses an answer from a set of given options. This can include multiple-
choice questions, true/false questions, or matching items. Selected response formats are
often used in standardized tests and surveys because they provide clear, quantifiable
data for analysis.

MULTIPLE CHOICE TASK – Multiple choice tasks are questions with several answer
options. You choose the one you think is correct. They’re often used in tests and
quizzes.
Example: What is the capital of France?”
A) Berlin
B) Madrid
C) Paris
D) Rome

DISCRIMINATION TASKS - involve identifying differences between words, sounds, or

sentences.
Example: Identify the Correct Form
1. A) She go to the store every Saturday.
B) She goes to the store every Saturday.

Distinguish Literal vs. Figurative Meaning

2. A) He kicked the bucket.
B) He bought a new bucket.

Identify the Comparative Form

3. A) This task is easier than that one.
B) This task is easy than that one.
Distinguish Between Tenses
4. A) I will eat dinner at 7 PM.
B) I eat dinner at 7 PM yesterday.

Identify the Correct Use of a Modal Verb

5. A) She can plays the piano.
B) She can play the piano.

Limited production typically refers to a type of assessment or task where respondents

are required to generate responses with specific constraints, often in terms of length or
complexity. This format may limit the amount of information or detail a respondent can
provide. Limited production tasks are useful for assessing specific skills, such as
vocabulary knowledge or grammatical accuracy, without overwhelming the respondent.

GAP FILLING TASKS are exercises where you fill in the blanks in sentences with the
right words. They help practice vocabulary and grammar.
Example: Task 1: Verb Tense
She _____ (finish) her project by tomorrow. Will

Task 2: Prepositions
He is good _____ (play) the guitar. At playing

Task 3: Comparative Form

This puzzle is _____ (easy) than the last one. Easier

Task 4: Modal Verbs

You _____ (must) wear a seatbelt while driving. Must

Task 5: Plural Nouns

The _____ (child) are playing in the park. Children

SHORT ANSWER TASKS ask you to respond to questions with a few words or
sentences. They check your understanding of the topic.
Example: Task 1: Identify the Verb Form
What is the present continuous form of “to eat”?
Eating
Task 2: Prepositions
Fill in the blank: They walked _____ the park.
Through
Task 3: Superlative Form
What is the superlative form of “fast”?
Fastest
Task 4: Modal Verb Meaning
What does “should” imply in the sentence: “You should see a doctor”?
Advice or Recommendation
Task 5: Singular Noun
What is the singular form of “children”?
Child

DIALOGUE COMPLETION TASKS involve finishing a conversation by providing missing

lines or responses. They help practice speaking and understanding conversational skills.
Example: Task 1:
**A:** What time does the meeting start?
**B:** It starts at _____.
3 pm
Task 2:
**A:** Do you want to go to the movies tonight?
**B:** I’d love to, but _____.
I have plans with my family
Task 3:
**A:** How was your weekend?
**B:** It was great! I went hiking and _____.
Saw some amazing views!
Task 4:
**A:** Can you help me with this math problem?
**B:** Sure! What do you need help _____?
With specifically
Task 5:
**A:** I heard you got a new job!
**B:** Yes, I did! I’m really excited because _____.
It offers great benefits

Extended Production means creating longer responses, like essays or stories. It tests
how well you can express your ideas and use language.

INFORMATION GAP TASKS are activities where two people have different information
and need to talk to each other to find out what the other knows.
Example: Task 1: Sentence Completion
**Instructions:** Each person has a different part of a sentence. They must ask questions
to complete it.

**Person A:** “I usually _____ (verb) on weekends.” Go hiking

**Person B:** “What do you usually do on weekends?”
**Person A:** “I usually _____ (verb) with my friends.” Hang out with my friends

Task 2: Describing and Guessing

**Instructions:** One person describes a grammatical structure without naming it; the
other guesses.

**Person A:** “It’s a sentence that shows an action in the past, using ‘ed’.”
**Person B:** “Is it the past tense?”
**Person A:** “ Yes, exactly! It’s the simple past.”
Task 3: Role Play with Pragmatics
**Instructions:** One person has a complaint scenario, while the other must respond
appropriately, considering politeness and tone.

**Person A:** “I received the wrong order.”

**Person B:** “I’m sorry to hear that! How can I assist you in resolving this?”
**Person A:* “Can you please send me the correct item?”

Task 4: Asking for Clarification

**Instructions:** One person provides a sentence with a complex idea. The other must
ask for clarification to ensure understanding.

**Person A:** “The meeting was postponed due to unforeseen circumstances.”

**Person B:** “What circumstances are you referring to?”
**Person A:** “There was a scheduling conflict with the speaker”

Task 5: Vocabulary Exchange

**Instructions:** Each person has a word that the other must guess by asking questions
about its meaning.
**Person A:** “It’s a feeling of sadness when someone leaves.”
**Person B:** “Is it nostalgia?” (or another appropriate guess)
**Person A:** “No, it’s actually sadness or heartbreak”

Role play or simulation tasks involve acting out a situation, like a conversation in a store
or a job interview. This helps practice speaking and using language in real-life contexts.
Example: Task 1: Restaurant Scenario
**Roles:** Customer and Waiter
**Instructions:** The customer orders food while the waiter responds. Use polite
language and proper sentence structure.

**Customer:** "I would like to order the grilled salmon, please."

**Waiter:** "Certainly! Would you like anything to drink with that?"
**Customer:** "Yes, Id like a glass of white wine, please."

Knowing how to design assessments in language is important because it ensures

that evaluations accurately measure learners’ skills and understanding. Effective
assessments help identify strengths and weaknesses, guide instruction, and
provide feedback. They also help maintain fairness and consistency in evaluating
language proficiency.

When designing grammar and vocabulary assessments, you should be clear in

your questions, relevant to the goals, and use different types of tasks. Make sure
instructions are easy to understand and match the learners’ levels. Using real-life
language examples can also help.