Addressing Grammar and Vocabulary Testing Challenges

Abstract

Making informed decisions on both vocabulary and grammar testing poses significant challenges to classroom test designers. Therefore, the purpose of this chapter is to present the results of a review of the vocabulary and grammar classroom testing conducted in a university EFL program and to propose a model for this kind of review. Some of the findings of this review revealed strengths, including a balanced combination of both written formal tests and performance assessments as well as an emphasis on form and meaning in grammar and context-dependent and independent items in vocabulary. Some of the areas of improvement include a limited use of item types in the tests and broad vocabulary and grammar descriptors in all the rubrics that do not indicate the specific vocabulary or grammar students are expected to use at the level. The model proposed can be used by other language teachers and programs to guide the review of their own vocabulary and grammar testing practices and develop a better understanding on how vocabulary and grammar can be more effectively tested.