Enhancing grammar learning through assessment at tertiary level

Abstract

The chapter suggests an updated look at assessment in enhancing grammar learning. The material, presented in the article, is a classroom-based research, conducted at a tertiary level and is prompted by the necessity to achieve a better fit between years of learning grammar and students' language proficiency. A major focus is to show how interaction between assessment and teaching grammar to students of Linguistics can yield substantial enhancement of their professional competence. Assessment is viewed in this case as a tool for managing, revisiting, and redesigning the FL training through feedback analysis. An empirical research was carried out among fourth year students of the Philological department. According to the data analysis the authors suggested priority changes to teaching grammar instruction.