In the domain of educational assessment, comprehending the elements that shape test-takers' achievements is quite significant. This research delved into how test method and gender might affect grammar performance. To this end, 274 intermediate EFL learners in the 18-30
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In the domain of educational assessment, comprehending the elements that shape test-takers' achievements is quite significant. This research delved into how test method and gender might affect grammar performance. To this end, 274 intermediate EFL learners in the 18-30 age range, studying in Qotb Ravandi Institute in Tehran took a grammar test in four different formats specified to comparatives, superlatives, and present perfect tenses. The results of the correlation analysis revealed that there was a positive correlation between total score (grammar performance) and error correction, word changing, word order, and completion scores. The results of regression analysis also indicated that gender was a significant predictor of grammar performance. There was a negative statistically significant correlation between gender and grammar performance, indicating that male students tended to score lower than their female counterparts. Furthermore, the predictor variable of grammar performance could accurately classify 63.6% of females and 31.3% of males in their groups, with the overall precision of the regression model being 50%. Therefore, it can be argued that there would be a statistically significant relationship between test-takers' gender and their grammar performance. The implications and suggestions for further studies were also highlighted.
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