1. Writing Vocabulary Items
Module 2
Activity 6

2. PPT Overview
In this PowerPoint, you will read about how 6 steps to writing good vocabulary items.
Think about the purpose of the test
Define the construct you want to measure
Decide what words you want to test
Decide how to present the items
Write the items
Revise items
Remember: Items are what we call test questions.

3. Step 1 Think about the purpose of the test
Define the construct you want to measure
Decide what words you want to test
Decide how to present the items
Write the items

4. Test Purpose
What is the purpose of the test? Is it diagnostic, placement, formative assessment, summative assessment, or self- assessment? For example: You have reached the end of a unit in your class. You want to see if your students have learned the new words covered in the unit. You decide to use an achievement test for formative assessment to see is some students need more practice.

5. Step 2 Think about the purpose of the test
Define the construct you want to measure
Decide what words you want to test
Decide how to present the items
Write the items
Revise the items

6. Construct Definition
What is the construct definition of vocabulary knowledge for your test?
Think about:
What do your students need to know about the words they have been studying? Meaning? Spelling? Different forms?
Do your students need to be able to produce the word or just recognize it?

7. Construct Definition
For example, you decide that your construct definition of vocabulary knowledge includes the following:
Selective vocabulary from your class
Being able to write the words, not just recognize them
Both discrete and embedded, both context independent and dependent
Knowing all of the forms of the word (adjective, verb, noun)
It does not include saying the word or pronunciation, or measures of size or depth, or collocations. This is because you cannot test everything.
It assumes that aspects such as frequency, concrete/abstract, technical will not matter because your class has been studying these words.

8. Step 3 Think about the purpose of the test
Define the construct you want to measure
Decide what words you want to test
Decide how to present the items
Write the items
Revise the items

9. Vocabulary
Now, you must decide what words to test. This will depend on your purpose. If you are using an achievement test, you should include words that you have taught. If you are using a proficiency test, you should use a large range of vocabulary to help you determine an examinee’s level.

10. Step 4 Think about the purpose of the test
Define the construct you want to measure
Decide what words you want to test
Decide how to present the items
Write the items
Revise the items

11. Presentation of Items
Once you have decided what words you want to test, you must decide how to present them. You have 4 options: Isolation versus Context Recognition versus Production Self-report versus Verifiable Response Monolingual versus Bilingual

12. Presentation of Items
You can present items in isolation (context-independent) or in a context (as part of a sentence or phrase).
Context-independent Example:
Downfall
Loss of power
Close to the ground
Lower intensity
Context-dependent Example:
My friend despises his neighbors. They play loud music after 10 pm even though he has asked them many times to stop.
Is not affected by
Strongly dislikes
Frequently helps

13. Presentation of Items
You can ask examinees to recognize or produce words.
Recognition Example:
Independent
Willing to help
Does not rely on others
Hard-working
Production Example:
My mother was very ______________; she never wanted to ask anyone for help.

14. Presentation of Items
Another option for assessing vocabulary is using self-reports or verifiable responses.
In a self-report, you ask examinees about their vocabulary knowledge.
Self-report Example:
Independent
I can use this word.
I recognize this word but cannot use it.
I do not know this word.

15. Presentation of Items
A verifiable response is where the examinee must recognize or use the word and you decide if their response is correct or incorrect.
Verifiable Response Example:
Independent
Willing to help
Does not rely on others
Hard-working

16. Presentation of Items
You can also choose to present the words in English (monolingual) or if you want to use English and your students language (Bilingual). Monolingual Example: Bilingual Example: The word achieve means Translate the word ___________________. achieve into your language: ________

17. Item Formats
Just like when you test reading comprehension, there are many different item formats you can use to test vocabulary: Multiple choice Matching Sentence completion Fill-in-the-blank Short answer

18. Step 5 Think about the purpose of the test
Define the construct you want to measure
Decide what words you want to test
Decide how to present the items
Write the items
Revise the items

19. Writing Items
Now, write your items using the item formats you have decided to use. Don’t forget to include items that test everything in your construct definition. For example, if your construct definition includes being able to spell vocabulary words correctly, you should include this on your test.

20. Revising Items
Finally, don’t forget to revise your reading test! Wait 1 day, then re- read your test and correct mistakes. Remember, pilot means to try a test before you give it to examinees. Piloting is very important because it allows you to see if the test has any problems. To pilot your test, you can ask another teacher to take it. You should ask the teacher if the test was confusing, if the directions were clear, and if he or she could answer all of the questions.

21. Key Terms & Concepts
Review: Construct definition Diagnostic test Formative test Placement test Achievement test Item (to) pilot / piloting

22. Next Steps
Now, you will read a PPT presentation about cloze tests. This is Activity #7.