Development and Validation of an English Grammar Awareness Measure for Upper Primary Students
DOI:
https://doi.org/10.65170/jtr.v1i2.20Keywords:
Grammar Awareness; Language Assessment; Primary Education; Measurement Development; Content ValidityAbstract
To investigate the developmental status of English grammar awareness among upper primary students (Grades 5-6), this study developed and validated a specialized assessment instrument. Building upon existing literature,&we identified core dimensions of grammar awareness and employed the Analytic Hierarchy Process (AHP) to establish dimension weights through expert consultation.In the method part, the AHP process involved constructing a hierarchical structure,pairwise comparison of elements, and calculating priority vectors to determine the weights for the three dimensions: Perception and Application of Language Forms,Lexical Category Discrimination, and Syntactic Application and Transformation.;The final assessment tool comprised 21 items across these three dimensions. Content validity analysis demonstrated excellent psychometric properties, with an average Item-level Content Validity Index (I-CVI) of 0.88 and adjusted kappa values (K*) predominantly meeting excellent standards.Validation testing with 240 students (118 from Grade 5 and 122 from Grade 6) revealed that the instrument effectively captured students’ grammar awareness development.The finalized 20-item measure provides educators with a reliable tool not only to assess grammatical awareness accurately but also to inform targeted pedagogical improvements in upper-grade primary school English education,contributing to filling the research gap in grammar awareness assessment in primary education.This significant contribution to both academic research and teaching practice is crucial.
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