Introduction

In this chapter I will examine several examples of professionally developed language tests that measure grammatical ability. Some of these tests contain separate sections that are exclusively devoted to the assessment of grammatical ability, while others measure grammatical knowledge along with other components of language ability in the context of language use – that is while test-takers are listening, speaking, reading or writing. The purpose of examining these tests is to illustrate how a few large-scale grammar tests have been designed and operationalized in light of their purpose(s), intended use(s) and the construct(s) they are trying to measure. The framework of grammatical knowledge presented in Chapter 4 provides a backdrop for considerations of construct definition. A second goal of this chapter is to examine these grammar tests in view of the qualities of test usefulness discussed in the previous chapter. Given limitations of space, I will comment briefly on all the qualities except practicality. Since the tests I have chosen to review are all operational, practicality might be considered a bottom-line function of how the other qualities were prioritized and resources allocated (Bachman, personal communication, 2002); therefore, I will focus this discussion on how the priorities of test usefulness appear to be prioritized. Finally, this chapter makes no attempt at providing a comprehensive review of all grammar tests available; nor does it attempt to provide model examples of how grammatical ability should be conceived and operationalized in language tests.