CRITERION-BASED ASSESSMENT OF GRAMMAR SKILLS FOR SECONDARY SCHOOL STUDENTS UDC 372.881.1

Abstract

This study investigates the use of a criterion-based assessment rubric to evaluate and improve grammar skills among Grades 3-4 students. The research focuses on three key criteria: accuracy, complexity, and consistency. A descriptive method was employed, including the development of a rubric, design of targeted grammar exercises, and assessment of student performance through pre- and post-tests. The findings show clear improvement across all criteria, with the most substantial gains observed in accuracy and consistency, while complexity developed more gradually. Qualitative observations indicated increased student engagement, self-monitoring, and peer support. Challenges included designing age-appropriate rubrics and supporting skills that develop slowly, such as sentence complexity. The study demonstrates that criterion-based assessment provides structured guidance, enhances metalinguistic awareness, and supports grammar development in young learners, offering practical implications for classroom instruction.