<![CDATA[This study was based on the fact that understanding phrase structure is fundamental to developing syntactic competence in EFL learners. It aims to evaluate the psychometric quality of a lecturer-based phrase structure test using Classical Test Theory (CTT). The test consisted of 20 multiple-choice items covering eight aspects of phrase structure and was administered to 25 students enrolled in a phrase structure course selected through cluster-purposive sampling. The analysis focused on item difficulty, discrimination index, validity, and reliability. The findings indicate that 60% of the items were straightforward (p ≥ 0.70), while 40% exhibited low discrimination indices (d < 0.20), thereby compromising their ability to distinguish between high- and low-performing students. Moreover, the test's reliability score is generally acceptable (Cronbach’s alpha = 0.79). These results suggest that although the test demonstrates internal consistency, several items require revision to improve their validity and diagnostic power. The findings imply that classroom-based syntax assessments must be systematically evaluated to ensure that the test items effectively differentiate students’ levels of understanding and accurately measure syntactic competence. While the results also suggest that deductive instruction on phrase structure supports student learning, the effectiveness of such instruction should be interpreted cautiously in light of the quality of the assessment instrument.]]>
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