This dataset includes Dutch secondary school students' responses to a grammar and spelling test. A total of 322 students (272 of them were used in the analyses for the paper) from first grade up and to sixth grade, from three educational levels (vmbo-t, havo and vwo), were asked to determine the grammatical function of Dutch homophonous verb forms after which they had to spell that specific verb form. This study directly addresses the relationship between verb spelling performance and grammatical mastery. These verb forms sound identical, but are spelled differently because of their grammatical function. The experiment was self-paced. Students were presented with a sentence with a gap replacing the verb form. Behind this gap, the infinitive of the verb form was given between brackets. The students' task was to indicate the grammatical function of the missing verb form. Students could choose between 'present tense', 'past tense', 'past participle', 'infinitive', 'adjectival past participle', and the option 'don't know'. Hereafter, the students were asked to spell the correct form. They had to answer to proceed to the next sentence. No time pressure was used. We assumed that the task-switching might be tiring for the students, and we therefore built in one-minute breaks after each set of thirty sentences. The dataset includes 72 test verbs and 19 filler verbs. Half of the test verbs have third person singular present tenses that are homophonic with the past participles, but are spelled differently. The other half of the test verbs have past tense singulars that are homophonic with the adjectival past participles, but are spelled differently. Each verb occurred in both forms in the experiment. The total set of test verbs was divided into two sets, to avoid that the experiment would take too long. The dataset belongs to the following paper: Chamalaun, R.J.P.M., Bosman, A.M.T., & Ernestus, M.TC. (2021). The role of grammar in spelling homophonous regular verbs. Written Language & Literacy, 24(1), 38-80.