Teaching and Assessment of Grammar - Final Exam Reviewer

Comprehensive practice flashcards covering Chapter 4 (Pages 1–19) of Teaching and Assessment of Grammar, focusing on grammar dimensions, assessment types, Blanford's perspectives, authenticity and interactiveness, rubrics, and copyediting symbols.

Grammar instruction

Teaching students to use grammar correctly, meaningfully, and appropriately.

Multidimensional grammar

The framework establishing that grammar has three distinct dimensions: FORM (structure/rules), MEANING (message), and USE (appropriate situation).

FORM (Grammar dimension)

The dimension of grammar that focuses on grammatical structure and language rules.

MEANING (Grammar dimension)

The dimension of grammar that focuses on the message conveyed by an utterance or sentence.

USE (Grammar dimension)

The dimension of grammar that focuses on selecting the appropriate language for a specific situation or context.

Modal question (in "Could you please help me?")

The FORM dimension exemplified in the sentence "Could you please help me?".

Request (in "Could you please help me?")

The MEANING dimension conveyed by the sentence "Could you please help me?".

Polite communication (in "Could you please help me?")

The USE dimension represented by the sentence "Could you please help me?" within an appropriate social situation.

Core principle of grammar instruction

Knowing rules alone is not enough; students must use grammar in communication.

Communicative approach

An approach focused on teaching grammar through meaningful activities such as conversations, role-plays, and interviews.

Lexicogrammar

The concept that grammar and vocabulary are connected and overlapping language resources.

M.A.K. Halliday

The linguist who introduced the concept of lexicogrammar, connecting grammar and vocabulary as overlapping resources.

Focus on form

Drawing learners' attention to grammar while they communicate meaningfully.

Diane Larsen-Freeman

The scholar discussed in the module in connection with the concept and practice of focus on form.

Focus on form example

Discussing yesterday's activities while practicing past-tense verbs.

Grant Wiggins

The educational theorist who stated that useful feedback can support learning more than simply giving more instruction.

Formative assessment

Assessment conducted DURING learning that checks progress and guides feedback.

Summative assessment

Assessment conducted AFTER learning that measures achievement.

Practice quiz

A typical example of formative assessment used during learning to check progress.

Final examination

A typical example of summative assessment used after learning to measure overall achievement.

Three purposes of assessment

Finding strengths and weaknesses, measuring learning, and improving teaching.

Blanford

The theorist who outlined the three perspectives of grammar: Grammar 1, Grammar 2, and Grammar 3.

Grammar 1 (Blanford)

Mental rules: Language rules in a person’s mind that help produce sentences.

Mental rules

Internalized linguistic rules in a speaker's mind that facilitate sentence production, categorized as Grammar 1.

Grammar 2 (Blanford)

Formal rules: Description of grammatical form, structure, and syntax.

Formal rules

Explicit descriptions of grammatical form, structure, and syntax, categorized as Grammar 2.

Grammar 3 (Blanford)

Linguistic etiquette: Appropriate language for the audience, culture, and situation.

Linguistic etiquette

Using appropriate language suited to the audience, culture, and social situation, categorized as Grammar 3.

Memory trick for Blanford's three perspectives

1 = Mind; 2 = Description; 3 = Social use.

Construct

The exact skill or ability that a test aims to measure.

Construct example

The correct use of past tense targeted by an assessment task.

Social dimension of language

The principle that language varies depending on audience, community, culture, and situation.

Accuracy check

The assessment check that asks whether language is correct.

Meaning check

The assessment check that asks whether language is clear.

Appropriateness check

The assessment check that asks whether language is suitable for the context.

Three checks in grammar assessment

Accuracy (correct?), Meaning (clear?), and Appropriateness (suitable?).

Authenticity

How closely a test task matches real-life language use.

Authentic assessment tasks

Real-world language tasks such as writing an email, handling a customer complaint, or joining a job interview.

Traditional tests

Assessment formats like fill-in-the-blanks, matching, and error correction that are easy to score.

Limitation of traditional tests

They are easy to score but may not demonstrate a learner's real-life language ability.

Mechanical drills

Exercises with fixed or definite answers that mainly test accuracy.

Communicative drills

Language exercises that require learners to use language to share meaningful information.

TLU domain

Target Language Use domain: real-world situations where the language will be needed.

Interactiveness

How actively a test task engages the student’s language knowledge and abilities.

High authenticity + low interactiveness

A task condition that is realistic in context but involves little active processing of meaning.

Copying handwritten text for a typing job

An assessment task example illustrating high authenticity combined with low interactiveness.

Low authenticity + high interactiveness

A task condition that actively engages language abilities but does not match the target real-world role or context.

Interview on casual topics unrelated to target job

An assessment task example illustrating low authenticity combined with high interactiveness.

Low authenticity + low interactiveness

A task condition with minimal resemblance to real-life situations and minimal engagement of communicative abilities.

Matching words with definitions

An assessment task example illustrating low authenticity combined with low interactiveness.

High authenticity + high interactiveness

A task condition featuring a real-life situation that actively and dynamically engages language abilities.

Salesperson-customer role-play

An assessment task example illustrating high authenticity and high interactiveness through a real situation with questions and responses.

Memory trick for Authenticity

Authenticity = REAL LIFE.

Memory trick for Interactiveness

Interactiveness = ACTIVE LANGUAGE ENGAGEMENT.

LUS

Language Use Setting: Where communication takes place.

Examples of Language Use Setting (LUS)

An office, store, or classroom.

LUT

Language Use Task: What language activity is performed.

Examples of Language Use Task (LUT)

Writing a memo, explaining a product, or answering questions.

Two task essentials (LUT)

An expected result and clear scoring criteria.

World Englishes

The concept that different communities use different varieties of English.

Grammar standards

Expectations that judge accuracy and appropriateness with attention to purpose and audience.

Function of punctuation

The use of commas, periods, semicolons, etc., to make writing easier to read rather than confusing.

Essential Learning Competency

An important knowledge or skill that students are expected to learn.

ELC Feature: Standards alignment

The requirement that an Essential Learning Competency aligns directly with educational standards.

ELC Feature: Connecting to bigger ideas

The requirement that an Essential Learning Competency connects to broader concepts and themes.

ELC Feature: Real-life utility

The characteristic of an Essential Learning Competency being useful in real-world contexts.

ELC Feature: Enduring importance

The characteristic of an Essential Learning Competency remaining important after formal schooling is finished.

ELC Feature: Requirement of formal teaching

The characteristic of an Essential Learning Competency generally necessitating formal instruction.

Five features of an Essential Learning Competency

Aligned with standards, connects to bigger ideas, useful in real life, remains important after school, and generally needs formal teaching.

Discrete-point assessment

Testing individual grammar items separately, such as tense, spelling, or vocabulary.

Characteristics of discrete-point assessment

Tests that are usually objective and quick to administer and score.

Target areas of discrete-point assessment

Individual language items evaluated separately: tense, spelling, and vocabulary.

Integrative assessment

Testing combined language skills in meaningful tasks such as essays, interviews, and role-plays.

Integrative assessment tasks

Meaningful holistic tasks including essays, interviews, and role-plays.

Core distinction between discrete and integrative assessment

Discrete tests separate items; integrative tests combined skills.

Limitation of discrete tests

They may not reflect or show real-life communication ability.

Limitation of integrative tasks

They take more time to evaluate and score than objective tests.

Rubric

A scoring guide with criteria and performance descriptions.

Score Level 0 (Module Rubric)

Non-communicating.

Score Level 1 (Module Rubric)

Inadequate.

Score Level 2 (Module Rubric)

Below par.

Score Level 3 (Module Rubric)

Adequate.

Score Level 4 (Module Rubric)

Good.

Score Level 5 (Module Rubric)

Excellent.

Module score levels (0 to 5)

0 Non-communicating; 1 Inadequate; 2 Below par; 3 Adequate; 4 Good; 5 Excellent.

Five qualities of a good rubric

Clear, measurable, fair, aligned with the learning competency, and easy to understand.

Constructive feedback

Specific advice that helps students correct mistakes.

Constructive feedback example

"Check the past-tense verbs in paragraph two."

Copyediting symbols

Marks that identify writing errors and guide revision.

Five main purposes of copyediting symbols

Identify errors, provide feedback, develop editing skills, encourage independence, and save teacher time.

Caret mark (^)

A copyediting symbol indicating that missing text or punctuation should be inserted.

Paragraph mark (¶)

A copyediting symbol indicating that a new paragraph should begin.

Number / Hash symbol (#)

A copyediting symbol indicating to insert a space.

Stet

A copyediting annotation directing the reader or editor to keep the original text as it was.

Deletion mark

A copyediting symbol indicating that marked text should be removed.

Transpose mark

A copyediting symbol indicating that the order of letters or words should be changed.

Errors to check in editing

Subject–verb agreement, verb tense, pronouns, punctuation, capitalization, spelling, and clarity.

Printed symbol chart reference

Pages 15–16 of the module, referenced because exact proofreading mark shapes can vary.

High-Yield Comparison: Formative vs. Summative

Formative assessment takes place during learning; summative assessment takes place after learning.

High-Yield Comparison: LUS vs. LUT

LUS is the setting where communication takes place; LUT is the specific language activity performed.