Activity 28

Grammar tests measure one of the abilities underlying the various language skills. Some nowadays think that to test just one of these underlying abilities is inadequate, since on its own it cannot accurately predict mastery of the superordinate skill. Furthermore, testing grammatical structures in isolation, without any reference to their application to express meaning, can have a negative washback effect. It has also been suggested that grammar sub-tests correlate highly with other tests, especially reading (Alderson and Banerjee, 2002: 90), probably because grammar is assessed implicitly when superordinate language skills are being assessed (eg under the rubric 'accuracy' in writing or speaking test criteria). This is why many language exams these days do not include any specific grammar, or indeed vocabulary, component.

However, especially at lower and intermediate levels, there are good reasons for including a specific assessment of grammar. Testing writing directly (as opposed to the indirect testing of grammar - see section 14.1.2 on direct versus indirect testing) makes it very difficult to cover most of the syllabus, since there is a clear limit on the areas (topics, registers, forms) we can get students to cover in an exam: any free writing task is a very selective snapshot of a student's ability and we cannot be sure of how representative it is. Grammar tests, by contrast, can cover a lot of ground in the same amount of test time.

Testing grammar can take various forms, most of them familiar from teaching, and indeed most of the grammar exercises featured in FL textbooks can be adapted for testing purposes.

Grammar testing is particularly important in placing students at appropriate levels or in suitable groups. Similarly, diagnostic testing of grammar can be helpful where doubts exist about the level of knowledge acquired in school education. Computer-based testing can be especially useful here, saving time and being more manageable during the busy start-of-year period (see also 13.3.4). The DIALANG suite of tests (DIALANG, 2002) is especially to be commended. This is a substantial EU-funded project that aims to diagnose language competence in 14 languages. It offers assessment in listening, reading, writing, structures and vocabulary, and makes extensive use of both placement and self-assessment tests. It is possible to download a Pilot Tool and a Pedagogical Pack (http://www.dialang.org/english/pedapack).