ASSESSING VOCABULARY

ASPECTS TO TAKE ACCOUNT


In assessing the vocabulary the main aspect to be taken into account are the techniques that teachers can adapt to provide evidence of knowledge of vocabulary and vocabulary growth in different areas.
Moreover vocabulary should be taught according to the context and developed through the course of life.
Learning vocabulary must follow these steps:
Stage 1: Never Having seen the term before
Stage 2: Knowing there is Such a word, but Not Knowing What It Means
Stage 3: Having context-bound and vague knowledge of the word's meaning
Stage 4: Knowing the word well and remembering it
As the following dimensions must be present:
Generalization: The ability to define a word
Application: The selection of the appropriate use of the word
Amplitude: Knowledge of multiple meanings of the word
Accuracy: The ability to apply a term correctly to all situations
Availability: The ability to use the word productively.

the latest facet of knowledge of words, the receptive / productive duality. Receptive vocabulary refers to the words students understand when they read or hear them. Productive vocabulary, on the other hand, refers to students can use words correctly when speaking or writing. For many lexical competence develops from receptive to productive vocabulary knowledge phases.

in conclusion. vocabulary knowledge is multifaceted. Word knowledge is acquired incrementally. At each stage or point in a continuum of knowledge of words, students may be familiar with the term, know the words related to the term, or have the flexibility to use both in written and oral form. It is clear that to know a word is more than knowing its definition. Teaching and testing definitions of words is very different from contemporary approaches to instruction and assessment that considered incrementality, multidimensionality, and the level of student use.