assassin grammar effectively
redefining the construct and social dimensions by blanford 2010
_grammar is viewed as teaching students how to produce sentences correctly for them to internalize the rules which can vary from the language community to another.
_grammar instruction centers on the description of language which identifies the form structure in syntax of sentences objectively
_the focus is on the do's and don'ts of usage rather than form. for examples some words may be thought of as wrong or inappropriate in some contexts
-the system of rules in our head
-the formal description of the rules
-the social implications known as linguistic etiquette
focus on language practice to develop skills.
by construct _ is looking for form and use in an equal level playing field.
modern grammar instruction
grammatical assessment
_ a critical quality of any language assessment connects those tasks with actual use of the language in real life situations for example interview, demo teaching or role play
_ the extend and type of involvement the students have in a material at hand. it involves a conditions of relating to and accomplishing the language tasks.
authenticity
interactiveness
The typing test is considered high in _ because it closely matches the actual job task of typing handwritten English documents. Applicants see it as relevant and practical for the work they will do. However, it is low in _ because the typist does not need to fully understand or process the English language. They may simply copy letters and words mechanically without interpreting the meaning of the text.
The interview test is considered high in _ because applicants actively use their language knowledge, experiences, and interests while participating in conversations. The interaction becomes engaging and meaningful, especially when topics are familiar to them. However, it is low in _ because casual interview conversations may not fully reflect the actual communication tasks required in the job setting.
authenticity, interactiveness
interactiveness, authenticity
The matching-type test is low in _ because it does not reflect real-life reading and communication tasks. Students only match words with meanings instead of using language in meaningful situations. It is also low in _ because the activity requires limited thinking, communication, and language processing. Students simply recall vocabulary rather than actively engaging with academic texts.
The role-playing activity is high in _ because it mirrors a real-life situation where students use language for selling, questioning, and negotiating. It is also high in _ because students actively communicate, respond to questions, use their language knowledge, and interact with others in a meaningful conversation. The task encourages both practical language use and active participation.
authenticity, interactiveness
authenticity, interactiveness
these are the standards to attain for our students to learn a concept from a curriculum guide
most essential learning competencies or MELCS
characteristics of an essential learning competency
1. It is aligned with _and/or _ standards/ frameworks (eg: "Scientifically literate Filipinos").
2. It connects the content to _ across content areas.
3. It is applicable to _ situations.
4. If students leave school, it would still be important for them to have this _ above many others.
5. It would not be expected for most students to learn this in settings other than through _.
national & local
higher concepts
real-life
competency
formal education
Assessing Grammatical Errors
_ attempts to measure separately the students' knowledge and/or command of individual items in such linguistic areas- spelling. tenses, vocabulary, categories of words.
-promotes objectivity traditional pen and paper has choices and questions
Discrete-point assessment
Assessing Grammatical Errors
-promotes your life communication performance task based and holistic evaluation and analytic.
_, on the other hand, attempts to measure the students' ability to bring all knowledge and command to bear in tackling 'work-samples related as closely as possible to the forms of 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 tasks. There is also the prevalence of 'role playing tasks. Depending on the level and duration of the tasks, teachers need a scale describing in detail the basis for student's performance ratings. (Please see sample of this scoring rubric)
Integrative assessment
incorporating technology and digital games promotes involvement
The changing educational landscape brought by local and global crises has led curricularists to design teaching and learning that support multimodal delivery of a responsive curriculum. As to language assessment, the call for 'dynamism' is far for important than ever arguing that the best sort of assessment is that which requires students for independent problem solving.
Innovations in Grammar Assessment
examples of digital game based grammar
1. Brain Pop Grammar
2. Grammar Bytes
3. Grammar Gold
4. Grammarly Handbook
5. Grammar Snack
6. Fun Brain Grammar Gorillas
7. Road to Grammar
examples