Exploring the Reliability of Grammar Test Tasks’ Scoring Methods Among High Schools English Teachers in Morocco

Abstract

The current study addresses the growing importance of grammar assessment in educational settings and the diverse scoring methods employed by teachers for grammar test tasks. Through a questionnaire administered to 40 high school teachers, the research aims to determine the reliability of these scoring methods and identify the grammatical areas prioritized for evaluation. The study reveals that gap-filling, matching, dialogue completion, and multiple-choice tasks are frequently used by teachers. Notably, multiple-response and limited production tasks often coexist in evaluations, and both singular and multiple grammatical areas are targeted. Overall, the study demonstrates that teachers opt for structured score guidelines on exam sheets, resulting in highly consistent scoring methods.