How Can we Assess Grammar Effectively?
By
Zarela Cruz
When it comes to grammar,
students have the strong belief that its assessment consists of a long list of
rules to be memorized, word categories, content words, function words, multiple
choice exams and the cherry on top: the passing or failing grade. This is a big
misconception. Grammar is a set of rules, but it does not mean that it is not
possible to broaden our scope during assessment.
It is true that students
must learn a set of rules. That is the starting point of course, but not the
only goal. We must, for example, give them the chance to use and apply what
they have already or just learned in class, through role plays,
presentations and interviews among other well-known activities.
What are we teachers more
willing to use? A gap filling exercise, a transformation sentence, error
identification, a multiple choice test, an online quiz, and a cloze test
are definitely a must. Why? Because they are easy to make and most of all,
faster to check.
Let’ stop for a while and
check our objectives: What are we assessing grammar for? To master a grammar
topic? Good. And what is the next step? To use it effectively and/or efficiently.
Why not considering asking them to prepare a True/False quiz with the
grammar points seen so far? You will be surprised to see how creative students
can be. You can include some of their questions in a coming evaluation. You
cannot imagine the sense of achievement they feel when they see some of their
questions as part of your monthly evaluation. You have more advance students?
Ask them to prepare a Portfolio. This is not a short-term assignment,
but you can monitor it in steps and provide feedback so that they can refine
their papers.
An activity I use quite
often is writing peer correction. We use an Error Correction Code everybody is aware of and use it when checking a classmate’s writing. At
random. At any time. But of course, it is important to show them how this Error Correction Code works with a writing sample. If students are not able to find
the mistake, it is simply because they commit the same mistake. Once they have
identified their faults, they will be more careful from then on.
And last, but not least
important; use a rubric. Students do want to learn from their mistakes, but
most of all, appreciate a teacher who is fair, and not only uses the top standardized
tests.
Now is your
turn:
How do you usually assess
your students regarding grammar? Would you try a different approach in the
short term?
Let us know what you think!
Keep in mind that our purpose is to interact with the teachers’ community
members and to share our experience and thoughts.
References
How to make the assessment
of grammar skills more efficient? NOZADZE, Alexandra. Journal of Education.
ISSN 2298-0245
Biodata
Zarela Cruz graduated from
Ricardo Palma University as a translator. She also finished her master’s
studies in Linguistics and took some specialization diplomas in English and
Spanish. She has also completed a number of online certificates: Teaching
the Working Adult, Online, Hybrid and Blended Education, among other self-study
courses. She has taught different courses, programs and levels and has
been a teacher trainer, a lecturer and online instructor. This article
aims to reflect on the assessment of grammar.
