What Are We Testing? Grammar.

Autor/in	Alamelu, L. V.
Titel	What Are We Testing? Grammar.
Quelle	In: Newsletter of Central Institute of English and Foreign Languages, 14 (1978) 2, S.1-8 (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Behavioral Objectives; Communicative Competence (Languages); Educational Objectives; English (Second Language); Evaluation Methods; Foreign Countries; Grammar; Higher Education; Language Instruction; Language Tests; Second Language Learning; Secondary Education; Sentence Structure; Student Evaluation; Testing; India + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Grammatik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language test; Sprachtest; Zweitsprachenerwerb; Sekundarbereich; Satzbau; Satzstruktur; Schulnote; Studentische Bewertung; Testdurchführung; Testen; Indien
Abstract	English grammar testing practices from the middle school level to the first two years of the bachelor's degree in India are examined, and suggestions for change are presented. Ten to thirty percent of the total marks allotted to question papers in English are set aside for the testing of grammar and usage. It is argued that syllabuses at present do not possess the complexity and specificity necessary to direct and assess the pupil's growth in the control of grammar through the years. The suggested framework within which grammatical subject matter can be organized in syllabus statements gives coherence to the objectives of grammar learning instead of making grammar appear as a list of unrelated topics. The levels of behavior particularly applicable to grammar learning are knowledge, application, and communication. A framework for evolving instructional objectives can be developed by considering grammatical items at the three different levels of performance proposed. This method will enable the tester to see more clearly which objectives merit inclusion in the test and the weighting for each item. Applications to diagnostic tests and remedial tests are noted, and examples of question types form examination at the university level are presented. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC