Testing Vocabulary

By Nada Ashwear
 Table of contents
Introduction, Definition and Writing specifications of
01 importance 04 testing vocabulary

Principles of Testing
Challenges in designing
02 Vocabulary 05 vocabulary tests

How to design vocabulary test

03 / writing items 06 How to Score a
vocabulary test
 01
Introduction
 What is vocabulary testing?
vocabulary testing , according to Brown (2003), is
assessing a learner’s ability to recognize, recall and
use words appropriately in various contexts.

Why do we test vocabulary?

● Measures language proficiency: Without sufficient vocabulary, learners
cannot effectively express ideas or comprehend spoken and written language.
● Diagnoses learning difficulties: to find out students’ strengths and weaknesses
or level of knowledge * This happens in placements and diagnostic tests.
● Motivates learners and tracks progress: It gives us information about how
well students proceed in their learning of a language - (Hughes:2003)
 02
Principles of Vocabulary
testing
 Principles of vocabulary testing
Brown states that when desinging a vocabulary test , or any test in
general we need to keep in mind these principles:

Content Validity: Ensure tests items

01 represent the taught vocabulary.

Reliability: tests should yield

02 consistent results.

03 Practicality: Consider the ease of

administration and scoring

Authentecity: Test vocabulary in context

04 for real – world applicability
 03
How to design a vocabulary
test / writing items
 How to design a vocabulary test
Brown(2003) outlined several steps for designing a
vocabulary test, these steps are:
Determine the test purpose: Identify the specific objectives and goals of the
01
vocabulary test
Define the content: Select the vocabulary items that will be included based on the
02
curriculum, frequency of use, and relevance to the learners.
Choose appropriate tests formats: Decide on the types of questions that will effectively
03
assess the targeted vocabulary knowledge.

04 Prepare scoring guidelines: develop clear rubrics and answer keys to ensure consistent
and fair scoring.
Administer the test: Implement the test with the target group of learners under
05
standardized conditions
 Types of vocabulary testing

Read (2000) stated that vocabulary testing has two types:

Testing recognition ability: This type of assessment focuses on the learner's ability to
01 understand the meaning of vocabulary items without necessarily requiring them to produce
those words themselves.

Testing productive ability: Unlike recognition tests, which focus on comprehension,

02 productive tests measure the learner's ability to apply vocabulary knowledge in practical
communication.
 Writing items of testing vocabulary

There are several methods used to test vocabulary, here are some
common one

Multiple-Choice Questions (MCQs): Test-takers choose the correct meaning or synonym of

01 a word from a list of options.
• For example: Select the correct synonym for 'abundant’:
a) scarce b) plentiful c) rare d) minimal
02 Matching Items: Test-takers match words with their definitions, synonyms, antonyms, or
related images.
• For example: Match the word from column A with their synonyms in column B
 Writing items of testing vocabulary

03 Fill-in-the blanks (Cloze Tests): Test-takers fill in missing words in a sentence or passage.
• For example: She was very _______ about her chances of winning the race."

Writing sentences: Test-takers write sentences using given words.

04 • For example: Write a sentence using the word “creative”
 04
Writing specifications of
testing vocabulary
 Writing specifications of testing
vocabulary
Writing specifications, according to Hughes (2003), in testing vocabulary involves
outlining detailed and precise criteria that guide the development, execution, and evaluation
of vocabulary tests.

01 Define the test purpose and set clear objectives: Clearly state why the test is being
conducted, for example, placement Test: To determine the appropriate level for a new
student. Define what the test aims to assess. For example, recognition of vocabulary: Can
students identify the meaning of words?

02 Specify the Construct: Define what aspect of vocabulary knowledge is being tested. For
example:

Receptive Vocabulary: Understanding and recognizing words.

Productive Vocabulary: Using words in speaking or writing.

03 Content Specification: Select target words: Choose a representative sample of words to

be tested based on: ´1 - Frequency of use. 2 - Relevance to the course content.
3 - importance in real-world communication
 Writing specifications of testing
vocabulary
04 Item Specification: Decide the type of tests items for example:

A- if you are testing the recognition ability we use:

1- MCQs 2- Matching items 3- Contextual Usage

B- if you are testing the productive ability we use:

1- Gap filling items. 2-Sentence Completion. 3 Picture-Based items

05 Instructions for Each Item Type: Provide clear and concise instructions for each type of
question.
Distractor quality: Ensure that incorrect options (distractors) are plausible and
grammatically correct to make the test challenging.

06 Choose the mode of performance: Determine how students will demonstrate their
vocabulary knowledge. For example: Written tests or oral assessments.
 Writing specifications of testing
vocabulary
07 Evaluation criteria: Develop a clear rubric for scoring responses. For example:
1. Correct Answer = Full points.
2. Partially Correct Answer = Half points.
3. Incorrect Answer*: No points.

08
Determine feedback mechanism: Provide feedback to students on their performance. -
*Example*: Highlight areas of strength and areas needing improvement.
 Sample specification for a
vocabulary tests
3. Content Specification
• Word List: Based on the unit word list.
1. Objective: To assess students’ ability to
recognize and use vocabulary items taught in the
last unit.
4. Item Specification
● Multiple Choice Questions (10 items)
2. Test Details: o Test recognition of synonyms.
- Type: Achievement Test
o Test understanding of definitions.
- Duration: 45 minutes –
● Gap Filling (10 items)
- Number of Questions: 30 –
- Format*: Mix of multiple-choice, gap-filling, o Test the ability to complete sentences
and matching items. using target words.
● Matching (10 items)
o Test the ability to match words to their
definitions or synonyms.
 Sample specification for a
vocabulary tests
5. Instructions
• Multiple Choice: "Choose the correct
answer from the options provided."
• Gap Filling: "Fill in the blank with the
appropriate word."
• Matching: "Match each word to its
correct definition."
6. Scoring
• Multiple Choice: 1 point per correct
answer.
• Gap Filling: 1 point per correct word.
• Matching: 1 point per correct match.
• Total: 30 points
 05
Challenges in
designing vocabulary
tests
 Challenges in designing vocabulary tests
Designing a vocabulary test involves several challenges that can impact the test’s
effectiveness, fairness and validity. Here are some of the challenges:

● Ensuring content validity: Brown (2003) highlights that ensuring content validity is crucial because
the test mush accurately reflect the vocabulary that students have been taught and that is relavant to
their learning goals.
Hughes (2003) adds that test items should be representative of the vocabulary domain being tested.
This can be challenging when selecting a balanced sample of words.

● Balancing Breadth and Depth: Nation & Hunston (2013) discuss the difficulty of designing a test
that adequately covers a wide range of vocabulary (breadth) while also assessing students' deeper
understanding and ability to use the vocabulary (depth).
• Example: A test that focuses too narrowly might miss key words, while one that is too broad might
only test superficial knowledge.
 Challenges in designing vocabulary tests
● Choosing appropriate test formats: Heaton (1975) points out that selecting the right mix of formats
is crucial to accurately assess vocabulary knowledge because some formats are appropriate for testing
recognition and some are appropriate for productive.

● Ambiguity: some questions in testing vocabulary appear to be ambiguous where a test should assess
vocabulary but it focuses on grammar instead.

● Test Length and Practicality: Brown (2003) and Cinkara (2017) both note the need to balance the
length of the test with practical considerations such as time constraints and student fatigue. A test that is
too long can lead to student disengagement, while a test that is too short may not provide enough data
for a reliable assessment.
 06
How to Score a
vocabulary test?
How to score a vocabulary test
Use Clear and Detailed Rubrics:
Hughes (2003) emphasizes the importance of having a clear, detailed
scoring rubrics that specify the criteria for each score level. Rubrics help
ensure consistency and objectivity in scoring.
 In conclusion
● Effective vocabulary testing is a crucial component of language
assessment that provides insights into learners' lexical knowledge and
usage.
● Communicating without vocabulary is more limiting than without
grammar, as vocabulary is essential for all language micro-skills.
However without grammar, the usage of vocabulary will lack accuracy.
● vocabulary testing not only measures learners' current proficiency but
also guides future instruction, highlighting areas for improvement and
reinforcing essential language skills for effective communication.
Thank you for
listening!

Nada Ashwear
 Refrences
•Brown, H.D. (2003). Language Assessment: Principles and Classroom Practices.
Pearson & Longman.
•Cinkara, E. (2017). Assessment in Language Teaching. Gaziantep University.
•Dykes, B. (2007). Grammar for Everyone: Practical Tools for Learning and
Teaching Grammar.
•Heaton, B.J. (1975). Writing English Language Tests. New York, London.
•Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge
University Press.
•Nation, I., & Hunston, S. (2013). Learning Vocabulary in Another Language.
Cambridge: Cambridge University Press.