ASSESSING

GRAMMATICAL
ERRORS
 One of the challenging questions that beets every English teacher
is identifying the best way to asses grammatical errors and build
instructional emphasis on these errors. Teachers have to ascertain the
students’ knowledge and command of English that they want to
asses.
Examples of grammatical errors :

1. Incorrect subject-verb agreement. The relationship between a subjects and its

verb.
2. Wrong tense or verb form.
3. Incorrect singular/plural agreement.
4. Incorrect word form.
5. Unclear pronoun reference.
6. Incorrect use of articles.
7. Wrong or missing prepositions.
8. Omitted commas.
DISCRETE-POINT ASSESSMENT
Attempts to measure separately the students’ knowledge and/or
command of individual items in such linguistic areas spelling, tense,
vocabulary, categories of words. Editors Blandford & Campoin
(2010) discussed that a discrete-point grammar test one which aims
to test knowledge of specific points of grammar or vocabulary.
Let us examine these items :
1. Who (does have, is having, has) the right answer.
2. The committee has nearly finished (their, its, his) business.
3. A subservient wife is one who gives her husband ( too much, to little, the
right amount of) respect.
4. The name of William Caxton is a famous as that of:
a. a rich merchant
b. a man of prodigious
c. a contributor to the easy communication of information and literature.
5. We (watch, watched, had watched) the show when you showed up.
 Notice how the topic in each sentence is unrelated to the other items. Apart
from the question of how to measure discrete-point validly, there is a more
fundamental question of purpose – why teacher wished to do so. It is also
important to point out that the advantage of discrete-point testing is the potential
ability of checking a wide range of learning items, in detail, quickly, accurately,
and objectively.
INTEGRATIVE ASSESSMENT
On the other hand attempts to measure the students’ ability to bring all
knowledge and command to bear in tacking “work-samples” related as closely as
possible to forms real-life communication we expect them to be able to take part in.
In this way, the task is designed as closely related to real communication,
receptive and/or productive. The communicative model and the ‘work-sample’
approach gained the popularity through the use of situational task. There is also the
prevalence of ‘role playing tasks, depending on the level and duration of the tasks,
teacher need a scale describing in detail the basis for student’s performance rating.
THANK YOU !!!