Testing vocabulary and literature

Testing Vocabulary

By Kurt S. CandilasMAE – Eng. 2

What are we trying to measure?

“A word is a microcosm of human consciousness.”

-Vygotsky-

What is vocabulary?

Language emerges first as words , both historically, and in terms of the way each of us learned our first and any subsequent languages. The coining of new words never stops. Nor does the acquisition of words. Even in our first language, we are continually learning new words, and learning new meanings for old words.

The body of words used in a particular language.

A part of such a body of words used on a particular occasion or in a particular sphere: "the vocabulary of law".

Why should we test vocabulary?

FeedbackBackwash effectMotivationRecycling

How should we test vocabulary?

Separated from skills?Discrete points or integrative

items?Focus on lexis or contextualized

meaning?

What are the common test formats for testing vocabulary in terms of recognition?

Multiple choice itemsError-recognition itemsPairing and matching itemsGap-filling itemsCloze/Modified ClozeGuessing meaning from the

context

When should we go for vocabulary recognition? When…..

More material needs to be covered.

You want to test different levels of learning.

You have little time for scoring. You are not interested in

evaluating how well a test taker can formulate a correct answer.

You have a large number of test takers.

What are the common test formats for testing vocabulary in terms of production?

Production Completion items (Hughes, 143)

Transformation items (Liu, 131)Paraphrase (Hughes, 143)Table completion Combination

and addition itemsItems involving the changing of

words

When should we go for vocabulary production? When…..

You want to evaluate a person’s ability to formulate a correct answer.

You have more time to score the items

You want to test a persons ability to apply concepts and information to a new situation.

You have a clear idea of the aspects and concepts that should be tested.

Five characteristics to measure communicative vocabulary

The test must provide more context than only a single sentence.

The items must assess lexis within a limited number of semantic fields.

The test taker should understand what the communicative purpose of the task is.

He or she should also know who the intended audience is.

He or she must have to focus on meaning and not form to answer correctly.

Recognize is not sufficient. The test taker must be able “ to

produce grammatical responses. ” (R. Dickins)

Test Format: Multiple choice

Example:The flight attendant asked the passengers to ______ attention to the safety demonstration.

a. give b. devote c. pay d. lend

They can be tricky or too picky Difficult to test attitudes towards learning Knowledge is limited to options provided Difficult to construct at higher levels Encourages guessing (25% chance) More than one option may be possible All

options must be grammatically possible

Test Format: Matching-word Definition

Example:Tangle means…

A. A type of dance B. A tropical forest

C. A confused mass D. A kind of fruit

They are not communicative   Difficult to test attitudes towards learningWords have diverse connotationsEncourages guessing (25% chance)One word class at a time

Test Format: Single Selection

ExampleSomeone was (playing/singing) the tune and for a moment you were happy to go (along/away) with what seemed a reasonable idea.

They are authentic and communicativeWords are part of a broader contextKnowledge is limited to options providedEncourages guessing (50%)Difficult to design but easy to mark

Test Format: Correction/Editing

Example Maria bought a skarf for the winter

Tests recognition of mistakesIs focused on word spelling onlyMistakes are ungrammaticalNegative backwashContext is important but not

essential

Test Format: Guessing meaning from context

ExampleUnlike the guitar, the fiddle has four strings on a fingerboard without frets.

Tests contextualized knowledgeContext is crucial Communicative and

authenticPositive backwashDifficult for some students (bias)Tests various types of word

relationships

Test Format: Gap Filling

ExampleThe flight attendant asked the

passengers to ______ attention to the safety demonstration.

They must have a broader context More than one option may be possible

(unless tester provides limited options or first letter)

Tests can focus on content words Production is tested unless options are

provided Focus should be on the aspect

assessed

Test Format: Cloze

Example:John ____ works ____ Monday ____Friday.

Tests student’s understanding of the whole language

Many word types can be tested Understanding of context is crucial Difficult to test attitudes towards learning Some words may be impossible to guess Can test student’s IQ rather than

language proficiency Difficult for some students (bias)

Test Format: Table Completion

Example Table Completion Complete the table

with positive, negative and neutral adjectives

Tests language structure Tests word-building Many word types can be tested Not communicative at all Tests use but not language usage Difficult to test attitudes towards

learning

Test Format: Word Transformation

ExampleTurn verb into noun: The opera was conducted by the

(compose).

Not very communicative (without context)

Clues will limit the answers Difficult to test attitudes towards

learning Some context may be added Instructions are essential Few aspects might be assessed (word

classes, synonyms, antonyms…)

Test Format: Word Transformation

ExampleTurn verb into noun: The opera was conducted by the

(compose).

Not very communicative (without context)

Clues will limit the answers Difficult to test attitudes towards

learning Some context may be added Instructions are essential Few aspects might be assessed (word

classes, synonyms, antonyms…)

Conclusion:

Evidence shows that semantically related items are 'stored together' . Items are arranged in a series of associative networks, a large 'master file', and a variety of 'peripheral access files' which contain information about spelling, phonology, syntax and meaning.

Knowing a word, then, is the sum total of all these connections — semantic, syntactic, phonological, orthographic, morphological, cognitive, cultural and autobiographical. It is unlikely, therefore, that any two speakers will 'know' a word in exactly the same way. 

Reference:

Magdalena, J. (2013). Testing Vocabulary. Retrieved from August 09, 2013 from

http://www.slideshare.net/songoten77/testing-vocabulary

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