English grammar testing practices from the middle school level to the first two years of the bachelor's degree in India are examined, and suggestions for change are presented. Ten to thirty percent of the total marks allotted to question papers in English are set aside for the testing of grammar and usage. It is argued that syllabuses at present do not possess the complexity and specificity necessary to direct and assess the pupil's growth in the control of grammar through the years. The suggested framework within which grammatical subject matter can be organized in syllabus statements gives coherence to the objectives of grammar learning instead of making grammar appear as a list of unrelated topics. The levels of behavior particularly applicable to grammar learning are knowledge, application, and communication. A framework for evolving instructional objectives can be developed by considering grammatical items at the three different levels of performance proposed. This method will enable the tester to see more clearly which objectives merit inclusion in the test and the weighting for each item. Applications to diagnostic tests and remedial tests are noted, and examples of question types form examination at the university level are presented. (SW)