1. 11. Assessing Grammar & Vocabulary
H. D. Brown & P. AbeYwickRAMA

2. Assessing Grammar Form-focused Assessment is back?
Grammatical knowledge: Forms, meanings, pragmatic meanings (Larsen-Freeman, 1991, 1997)-need for integrate all?
At & beyond the sentence level, discourse level
See Purpura’s framework (2004, p. 296)

3. Assessing Grammar Types of assessment tasks for grammar
Selected response
-multiple choice on form, meaning, form & meaning(dominant form in standardized test?)
-Discrimination tasks
-Noticing or consciousness-raising tasks

4. Assessing Grammar Limited production
-issue of dichotomous or partial credit scoring
-Gap-filling for form & meaning
-Short-answer tasks for form & meaning
-Dialogue-completion tasks
Extended production
-Use of rubric (see Table p. 303)
-Information-gap tasks

5. Assessing Grammar Extended production -Role-play or simulation task
Implicit teaching perfered and adequate weight needed under CLT framework
Make sure to provide ample opportunities to use grammatical knowledge through tasks in which other skills are also used!

6. Assessing Vocabulary Nature of vocabulary Tokens & types
Function vs. content words
Phrasal verbs (e.g., come across)
Compound nouns (e.g., caretaker)
Idioms (e.g., once in a blue moon)

7. Assessing Vocabulary Prefabricated language or lexical phrases
-poly words (e.g., for the most part)
-institutionalized expressions (e.g., see you later)
-phrasal constraints (e.g., as far as I know/am aware of/ can tell…)
-Sentence builders (e.g., on the one hand…on the other hand)

8. Assessing Vocabulary Lexical knowledge-See Richards (1976, p. 307-308)
Nation (1990): Receptive vs. Productive knowledge
Chapelle (1994)
Context of vocabulary use: Social & cultural meanings as well as linguistic meaning, pragmatic use of language according to status, gender, channel of communication (S or W)

9. Assessing Vocabulary
2. Vocabulary knowledge & fundamental process -perceiving, recognizing, deciphering, guessing, knowing for eventual automaticity 3. Metacognitive strategies for vocabulary use -strategies to sustain communication such as paraphrasing, coining, appealing, or avoiding -importance of helping learners use appropriate metacognitive strategies

10. Assessing Vocabulary Considerations of designing assessment tasks
Clear purposes
Define the construct in relation to learning objectives or theories on assessing vocabulary proficiency
Select target words: high- vs. low-frequency, general vs. specialized, subtechnical words (Corpus linguistics)
Determine mode of performance: receptive vs. productive, recognition/comprehension vs. recall & use

11. Assessing Vocabulary Designing tasks
Receptive: multiple-choice, matching, word association, etc.
Productive: Fill-in-the-blank, selective deletion cloze
Check concordancing on web (e.g.,
Use good online dictionaries of your own choice