COURSE MODULE 8

DATE December 2, 2025

Course ENGRAM330 - Teaching and Assessment of the Grammar

Module Code M8

Topic Coverage • Phases and Stages in Grammar Test Construction

• Types of Grammar Tests
• Table of Specification

Reference/s • Bandiola, E. (2003). Assessing Student Learning. Great Books Trading

• Calmorin, L. (2006). Measurement and Evaluation (3 rd Edition). 24K
Printing, Marulas, Valenzuela City
• Go, M. & O. Posecion (2010). Language and Literature Assessment.
Lorimar Publishing.

Duration A.Y. 2025-2026 | 1st Semester | Finals | 3 Hours

Learning
❖ At the end of this module, you are expected to have:
Outcomes
❖ discussed various language test techniques

❖ described test construction, test items and how they are classified

❖ identified the different phase of evaluation process

❖ explained how each phase should be carried out

❖ acknowledged the importance of knowing the steps in constructing a

test for efficient testing

❖ constructed a grammar test using various types of tasks

❖ created a table of specification for the grammar test created

ACTIVATE

Activity 1: WHAT KIND OF TESTS ARE THESE?

3.
Answer the following questions comprehensibly.

1. What advantages and disadvantages can the students get with the sequence of
lesson presentation in LP 1? In LP 2?
2. What advantages and disadvantages can the teachers get with the sequence of
lesson presentation in LP 1? In LP 2?
3. Differentiate deductive and inductive approach to teaching grammar.

Questions:

1. Which type of test do you find easy? Why?

2. Which type of test do you find difficult? Why?

ACQUIRE
Activity 2: Power Reading
Reference: Go, M. & O. Posecion (2010). Language and Literature Assessment. Lorimar Publishing.

The Mechanics of Test Construction

Writing items requires a decision about the nature of the item or question to which we ask
students to respond, that is, whether discreet or integrative, how we will score the item; the skills we
purport to test and other.

What are test items?

A test item is a specific task test takers are asked to perform. Test items can assess one or more
points or objectives, and the actual item itself may take on a different constellation depending on the
context.
There are test items which may require test takers to use different levels of intellectual skills to
produce a response. These will require the domains of learning as identified in Bloom’s Revise
Cognitive Taxonomy.
• KNOWLEDGE – (bringing the mind the appropriate material)
• COMPREHENSION – (understanding the basic meaning of the material)
THINKING
• Application – (applying the knowledge of the elements of language and comprehension to how
they interrelate in the production of a correct oral or written message)
• Analysis – (breaking down a message into its constituent parts in order to make explicit the
relationships between ideas)
• Evaluation – (making quantitative and qualitative judgment about a material)
• Synthesis – (arranging parts so as to produce a patterns not clearly there before, such as in
effectively organizing ideas in a written composition)

Phases of Evaluation
Teachers as decision makers strive to make a close match between curriculum objectives, instructional
methods, and assessment techniques. The evaluation process carried out parallel to instruction is a
cyclical one that involves four phases: preparation, assessment, evaluation and reflection.

1. In the preparation phase, teachers decide what is to be evaluated, the type of evaluation to be
used (diagnostic, formative, or summative), the criteria upon which student learning outcomes
will be judged, and the most appropriate assessment techniques for gathering information on
student progress.
a. Diagnostic Assessment – occur at the beginning of the school year or before each unit of
study.
b. Formative Assessment – Its focus in on the processes and products of learning
c. Summative Assessment – occur most often at the end of a unit of instruction or at the end
of the year when students are ready to demonstrate achievement of curriculum
objectives.
2. In the assessment phase, teachers select appropriate tools and techniques, then collect and
collate information on student progress. Teachers must determine where, when, and how
assessments will be conducted, and students must be consulted and informed.
3. During the evaluation phase, teachers interpret the assessment information, and make
judgments about student progress. These judgments provide information upon which teachers
base decisions about student learning and report progress to students and parents/guardians.
Students are encouraged to monitor their own learning by evaluating their achievements on a
regular basis. Encouraging to participate in evaluation nurtures gradual acceptance of
 responsibility for their own progress and helps them to understand and appreciate their growth
as readers and writers.
4. The reflection phase allows the teachers to consider the extent to which the previous phases
in the evaluation process have been successful. Specifically, teachers evaluate the utility, equity,
and appropriateness of the assessment techniques used. Such reflection assists teachers in
making decisions concerning improvements or adaptations to subsequent instruction and
evaluation.

Stages of Test Construction

1. PLANNING
Once the need for a language test arises, the teacher or test developer determines a few
essentials, before the actual writing begins.
a. Establish the goal.
b. Consider the format.
c. Choose the tasks.
Types of Grammar Tests
i. Multiple Choices – general term for any task type where the appropriate answer is
picked from a list of alternatives.
ii. Single Response – A multiple choice task where only one option is possible.
iii. Multiple Response – A multiple choice task where more than one option is
possible.
iv. True/False – The student is given a statement and should indicate whether it is
correct or not.
v. Ranking – Students are given a list of items which they are asked to rank by
dragging or assigning a number.
vi. Matching - A kind of multiple choice question in which the test taker is asked to
combine two or more items that belong together.
vii. Hotspot - On a drawing or a picture, students are asked to select a specific area.
viii. Open Answer – Any type of question which the test taker is asked to produce
written or spoken sentences or texts.
ix. Text-Numeric – As an answer to a question, students fill in words, short sentences
or numbers.
x. Cloze - In a running text one or more words or numbers have been deleted. It is
up to the test taker to fill in the gaps.
xi. C-Cloze – A cloze test which includes the first letter of each deleted word.
xii. Extended Response - Students can be asked to reply to an open question or to
produce longer
2. DESIGN
When the test has been planned, the teacher of development team can get down to
designing it.
a. Collecting testing material
b. Writing a draft version
c. Evaluating the draft version
d. Rewriting the draft version
3. DEVELOPMENT
a. Piloting – The test is distributed among a group of representative end users in the same
settings and circumstances.
b. Revising – Based on the results of the piloting and the test analysis, the final test will be
composed.
c.
Table of Specification
• is a one-way table that relates the instructional objectives to the course content
• a tool used to ensure that a test or assessment measures the content and thinking skills that
the test intends to measure

APPLY
TABLE OF SPECIFICATION SAMPLE #1

Content/Topics Knowledge Understanding Thinking Placement Total # of % of Items

Items
Vocabulary 4 MC 1,7,9,13 4 8%
Parts of the book 6 MC 2, MT 1-4 6 12%
Rhyming Words 1 MC 15 1 2%
Using the
dictionary
Alphabetization
Stress
Meanings from
the dictionary
/f/
Elements of a 1 MC 13 1 2%
Short Story
Sequencing 6 S 1-6 6 12%
Events
Context Clues 1 MC 7 1 2%
/sh/ and /s/ 1 MC 4 1 2%
Words with 1 MC 5 1 2%
Multiple
Meanings
Idioms
Antonym, 1 MC 7 1 2%
Synonym
/ough/ 1 MC 6 1 2%
Giving Heading
to a set or related
details
Key Sentence
and Supporting
Details
Prefixes. Suffixes 2 MC 8,10 2 4%
Time Table 5 SA 1-5 5 10%
Fact or Opinion 1 MC 12 1 2%
Card Catalogue 3 MT 1-3 3 6%
 Cause and Effect 1 MC 14 1 2%
Ending of a Story 15 E -15 15 30%
Total 20 15 15 50 100%

Legend: SA-Short Answers

MC-multiple choice S-Sequencing
MT-Matching type E-Essay

SAMPLE ASSESSMENT #1

I. Multiple Choice
Choose the letter of the best answer.

1. Ellen: What time did you go to bed last night?

Tom: I went to bed at 1 am last night.
Ellen: I see. That’s why you look drowsy.
Which word has the same meaning as the underlined word?

A. energetic B. slow C. sick D. sleepy

2. What part of the book contains the list of chapters, units, lessons, stories or topics and their pages in the order
they come in the book.

A. foreword B. glossary c. preface d. table of contents

3. A story has four elements. The element which tells the place and time when the story happened is called
_________.

A. character B. climax C. conclusion D. setting

4.
Clash Shiver Brush Shimmer

Which pair of words has final /sh/ sound?

A. brush, shimmer
B. clash, brush
C. clash, shiver
D. shiver, shimmer

5. I’m not feeling (1)well so I can’t fetch some water from the nearby (2)well. Which “WELL” means place where water
comes out of the ground as a natural spring or forms a natural pool?
A. (1)well
B. (2)well
C. (1)well and (2)well
D. None of the above

6. Which word has the silent /ough/ sound?

A. cough
B. rough
C. through
 D. tough

7. Terry gave a piece of coin to the beggar in shabby clothes. Which word is the opposite of the underlined word?
A. colorful B. new C. oversized D. worn out

8. The milk I bought was so expensive. Maybe, it was _______priced. What prefix must be placed.
C. ex B. over D. super A. under

9. You say what I say. You sing what I sing and you buy what I buy. Can you stop emulating me? The underlined word
means _________.

A. borrowing C. following
B. distracting D. looking at

10.

In what direction did the girl go?

A. eastward C. upward
B. southward D. westward

11. ___________ is a collection of maps of different continents and countries.

A. almanac
B. atlas
C. encyclopedia
D. yearbook

12. The sun is the center of the solar system.

The statement is ___________.
 A. a fact
B. an opinion
C. either fact or opinion
D. none of the above

13.
Important: Significant
Tsunami: __________

A. acid rain C. flood

B. earthquake D. tidal wave
14. I have to study very hard because I need to improve my low grades.
Which is the cause?

A. I have to study very hard

B. I need to improve my low grades
C. I have to study very hard because I need to improve my low grades.
D. To study very hard

15. POT, SHOT, CLOT

These words are:

A. antonyms
B. prefixes
C. rhyming words
D. synonyms

II. Matching Type

Match Column A with Column B. Write the letter of the correct answer.

Column A Column B

English
A. GLOSSARY
For All Times

READING Textbook

English- Grade Five

Evelyn B. Angeles
fort (n.) - a building [Link] OF CONTENTS
constructed
Alicia R. for defense
Bambico

Purificacion C. Balingit

freight (n.) – goods

carried by sea or air

fret (v.) – worry or [Link] PAGE

become
 Unit II Spark Up

Lesson 6

First Man in Space

[Link] PAGE
Idioms . . . . . . . . . . . . . . 63

Synonyms . . . . . . . . . . . 65
ENGLISH FOR ALL
TIMES
Heading to a set –ofGrade
Reading Textbook Related 5 [Link]
Ideas . . . . . . . . . . . . . . . .67

Copyright 1999 by JTW

Corporation and Evelyn B.
Angeles and Alicia R.
Bambico
Column A Column B

1.
[Link] CARD
Fil The Great Filipino Heroes

798.4 Marks, Fretalina H.

L4 The Great Filipino Heroes

2006 BGH Rayven Sung

Publishing House [Link] CARD

2.

Fil Philippine History

798.4 Marks Fretalina

[Link] CARD
L4 The Great Filipino Heroes

2006

[Link]’S CARD
 3.

Fil Marks, Fretalina H.

798.4 The Great Filipino Heroes

L4 BGH Rayven Sung

2006 Publlishing House,c.

2006

III. Short Answers

Provide short answers for the questions. Write the correct answers.

Unit II Spark Up

Lesson 6
First Man in Space

Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Heading to a set of Related Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . 67

1. What is the title of Unit II?

2. In what page can we find Synonyms?
3. What can be found on page 63?
4. What part of the book is the illustration above?

TIME SCHEDULE
Helen Torrez

Time
6:00 – 6:20 am Taking a bath

6:20 – 6: 45 am Eating breakfast

6:45 – 7:30 am Riding the school bus

7:30 – 8:30 am English class

8:30 – 9:30 am Mathematics class

9:30 – 10:30 am Science class

10:30 – 11:30 am Home Economics class

5. What does Helen do at 6:20 in the morning?

6. What time does Helen ride the school bus?
7. How long is Helen’s Science class?
 8. What subject does Helen study at 8:30am?
9. How long does Helen take a bath?

A-B C-D E-F G-H I-J J-K

Encyclopedia AMERICANA
Vol. Vol. Vol. Vol. Vol. Vol.
In which volume can you find the following topics?
2
1 10. Japan 3 4 5 6
11. Environment
12. Indian Ocean
13. Earthquake
14. Ozone layer
15. Color

IV. Sequencing
Arrange the story below. Write the correct sequence of the numbers.
Lapu-Lapu

1. A messenger told Lapu-Lapu that Magellan would burn the village.

2. Magellan arrived in Cebu with large ships and many men aboard.
3. Lapu-Lapu and his men got ready for war against Magellan.
4. Magellan wanted all people to pay tribute but Lapu-Lapu refused
5. During the battle, Magellan was wounded until he fell and died.
6. Magellan sent his men to burn the village because Lapu-Lapu refused to pay tribute.

V. Essay
Make a possible ending of the short story below.
Content (The ending is skilfully written to connect with the given part of the story.) – 6
Grammar (The ending observes correct use of language, spelling, and conventions.) – 4
Organization (The ending observes logical arrangement.)- 3
Total – 13 points

Mr. and Mrs. Sanchez has been married for three years but has no child yet. They really want to have even just one but it
seems that their destiny is to have none. Mr. Sanchez suggested that if it is impossible for them to have a child, adoption
would be a good option. However, Mrs. Sanchez doesn’t want his husband’s suggestion. She doesn’t want to take care of
somebody not of their own blood.
 TABLE OF SPECIFICATION SAMPLE #2

Competencies Distribution of Items

Remembering Understanding Applying Analyzing Evaluating Creating Total

Supply other words or expression that complete 1 2 3 4 5 10%
an analogy
Identify the genre, purpose, intended audience 6 7 8 9 10 10%
and features of various viewed texts
Use passive and active voice meaningfully in 11,12 13,14 15 10%
varied contexts
Use past and past perfect tenses correctly in 16-25 10%
varied contexts
Use direct and reported speech appropriately and 26,27 28,29,30 30%
meaningfully
Use phrases, clauses, and sentences 36-45 46-50 31,32 33,34,35 30%
appropriately and meaningfully
12 14 9 5 7 3
Number of Items 50
items
24% 28% 18% 10% 14% 6%
Percentage 100%

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 SAMPLE ASSESSMENT #2

Write the letter the correct answer on your paper.

MODULE 1: ANALOGY
1. Complete the analogy. (high: low = black: _________)
a. clean
b. clear
c. red
d. white
2. Complete the analogy. (clean: janitor = __________: chef)
a. cook
b. lead
c. play
d. watch
3. If cut is to scissors, what is to knife?
a. brush
b. call
c. slice
d. write
4. If music is to listen, what is to food?
a. comb
b. drive
c. eat
d. read
5. Safe: dangerous = quiet: noisy. The type of relationship which is present in the given analogy
is ______.
a. antonym
b. cause to effect
c. part to whole
d. synonym

MODULE 2: GENRE AND PURPOSE OF TEXTS

6. Which purpose of the author in writing aims to make someone believe in something?
a. to criticize c. to inform
b. to describe d. to persuade
7. The public plaza is crowded with many people wearing attractive, fancy masks and
colorful costumes getting ready for a dance performance. It’s Masskara Festival! What is
the purpose of the text?
a. to criticize c. to inform
b. to describe d. to persuade
8. The water cycle explains how it rains. First, the evaporation process dries off water in the
surroundings. Next, the water vapor become clouds in the sky in a process called
condensation. Lastly, when clouds get heavy and dark, they fall a rain in a process called
precipitation. What is the purpose of the text?
a. to criticize
b. to entertain
c. to inform
d. to persuade
9. What is the genre of the story “Juan Tamad”?
a. both
b. fiction
c. none of the above
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 d. non-fiction
10. Which type of text tells a story?
a. descriptive
b. expository
c. narrative
d. persuasive

MODULE 3: ACTIVE AND PASSIVE VOICE

Transform the following active sentences to passive. Write the letter of the correct answer.
ACTIVE PASSIVE
A B C D

11 The teacher monitors The The The The

the attendance. attendance is attendance attendance attendance will
monitored by was monitored monitored by be monitored
the teacher. by the teacher. the teacher. by the teacher.
12 Mother made the fruit The fruit cake The fruit cake The fruit cake The fruit cake
cake. is made by will be made was made by were made by
mother. by mother. mother. mother.
13 The mayor will give The free bags The free bags The free bags The free bags
free bags. will be given was given by are given by were given by
by the mayor. the mayor. the mayor. the mayor.
14 Father pays the electric The electric bill The electric bill The electric bill The electric bill
bill. is paid by was paid by paid by father. were paid by
father. father. father.
15 The carpenters built Our house is Our house was Our house are Our house
our house. built by the built by the built by the were built by
carpenters. carpenters. carpenters. the carpenters.

MODULE 4: PAST TENSE

Give the past form of the following verbs. Write the letter of the correct answer.
16. study a. study b. studyed c. studied d. studid
17. fly a. fly b. flee c. flown d. flew
18. write a. wrote b. written c. wrotten d. wrotes
19. draw a. draws b. draw c. drawn d. drew
20. hang a. hanged b. hung c. hang d. hunged
21. break a. breaked b. broke c. broken d. break
22. give a. gave b. gived c. give d. given
23. sleep a. slep b. slept c. sleept d. sleep
24. run a. ran b. run c. runned d. runed
25. catch a. catched b. caught c. cought d. catch

MODULE 5: PAST PERFECT TENSE

Complete the following sentences. Write the letter of the correct answer.
26. The Spaniards ________ the Philippines before the Americans introduced democracy to the
Filipinos.
a. colonize c. had colonized
b. colonized d. have colonized
27. Prince Charles had married Princess Diana before he _________ Camilla.
a. had married c. married
b. have married d. marries
28. It is believed that the coronavirus ___________ in China before it __________ other countries.
a. had originated; had infected c. originated; had infected
b. had originated; infected d. originated; infected

14
29. Gloria Macapagal Arroyo _____________ as vice president before she _________ as president of
the Philippines.
a. had served; had won c. served; had won
b. had served; won d. served; won
30. Typhoon Ulysses _________ many cities in Luzon after Typhoon Rolly ________ heavy rains to the
Philippines.

a. brought; had flooded

b. flooded; brought
c. flooded; had brought
d. had flooded; had brought

MODULE 6: DIRECT AND REPORTED SPEECH

Write the letter of the correct answer.
31. Which below is a direct speech?

15
 a. Tom said the weather was fine.
b. “The weather looks fine.” Tom said.
c. Both of the statements.
d. None of the above
32. What is the reported speech of Heraclene said, “The machines need check-up and clean-up.”
a. Heraclene says that the machines need check-up and clean-up.
b. Heraclene said that the machines need check-up and clean-up.
c. Heraclene said that the machines needed check-up and clean-up.
d. Heraclene said that the machines need check-up and clean-up.
33. What is the reported speech of “The world is round”. Our teachers say.”
a. Our teachers say that the world is round.
b. Our teachers said that the world is round.
c. Our teachers said that the world was round.
d. Our teachers say the world was round.
34. “Did you take your vitamins?” The doctor asked the twins. What is its reported structure?
a. The doctor asked the twins if they took their vitamins.
b. The doctor asked the twins if they take their vitamins.
c. The doctor asked the twins if they had taken their vitamins.
d. The doctor asked the twins if they taken their vitamins.
35. The reported speech is “The leader says the team will win.” Which one is its direct speech?
a. “The team will win.” The leader says.
b. “The team will win.” The leader said.
c. “The team would win.” The leader says.
d. “The team would win.” The leader said.

MODULE 7: PHRASES, CLAUSES and SENTENCES

Identify to what kind of phrase the underlined parts of the sentence would belong. Write the letter of the
correct answer.
COLUMN A COLUMN B
36. The students have started answering their exams. A. Appositive phrase
37. Anyone can win the lottery. B. Gerund phrase
38. Her friends helped her to win the contest. C. Infinitive phrase
39. Someone left this gift for you. D. Noun phrase
40. There are clouds floating above the buildings. E. Prepositional phrase
41. The government is planning to budget a large-scale testing for F. Verb phrase
COVID-19.
42. COVID-19 originated in Wuhan, China.
43. To practice for the upcoming athletic meet became my new
habit.
44. Watching movies in Netflix really relieves my stress.
45. Mr. Dionisio W. Lindugan, our school principal, drives a red
car.

Identify whether the clause is an independent clause or dependent clause. Write the letter of the correct
answer
COLUMN A COLUMN B
46. Many fans attended the concert A. Independent Clause
47. While she waiting for bus B. Dependent Clause
48. The farmers planted the crops
49. Because she doesn’t have enough practice
50. The rain stopped

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ASSESS
ENGRAM330 Final Requirement

Grammar Assessment (Multiple Choice Format)

• Choose a partner.
• Select a grammar topic that we had in ENGRAM330 (Draw Lots). Prepare a multiple-choice
assessment test with answer key.
o Minimum of 10 items and maximum of 15 items
o With 4 options
• Create a table of specification for the assessment you prepared.
• Deadline: December 8, 2025

RUBRICS FOR SCORING

GRAMMAR ASSESSMENT WITH TABLE OF SPECIFICATION

Criteria Excellent Very Good Fair Poor Needs

Improvement
Grammar Assessment
Alignment to Grammar Topic 15 8 6 4 2
Assessment (Stem) 15 8 6 4 2
Assessment (Options) 15 8 6 4 2
Table of Specification 15 8 6 4 2
Format 10 8 6 4 2
Language Use 10 8 6 4 2
Conventions 10 8 6 4 2
Answer Key 10 8 6 4 2
TOTAL

17