Creating Vocabulary Item Types That Measure Students' Depth of Semantic Knowledge. Research Report. ETS RR-14-02

Autor/inn/en	Deane, Paul; Lawless, René R.; Li, Chen; Sabatini, John; Bejar, Isaac I.; O'Reilly, Tenaha
Titel	Creating Vocabulary Item Types That Measure Students' Depth of Semantic Knowledge. Research Report. ETS RR-14-02
Quelle	In: ETS Research Report Series, (2014), (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Vocabulary; Test Items; Language Tests; Semantics; Knowledge Level; Language Usage; Language Patterns; Difficulty Level; Test Construction; Association (Psychology); Grade 7; Grade 8; Item Analysis; Item Response Theory; Test Validity; Natural Language Processing; Middle School Students; Multiple Choice Tests; Alabama; Arizona; Arkansas; California; Connecticut; Georgia; Idaho; Illinois; Indiana; Iowa; Kentucky; Nevada; Tennessee + Suchen Sie Ihr Suchwort? Wortschatz; Test content; Testaufgabe; Language test; Sprachtest; Semantik; Wissensbasis; Sprachgebrauch; Sprachmodell; Sprachstruktur; Schwierigkeitsgrad; Testaufbau; Assoziation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Itemanalyse; Item-Response-Theorie; Testvalidität; Natürliche Sprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Kalifornien
Abstract	We expect that word knowledge accumulates gradually. This article draws on earlier approaches to assessing depth, but focuses on one dimension: richness of semantic knowledge. We present results from a study in which three distinct item types were developed at three levels of depth: knowledge of common usage patterns, knowledge of broad topical associations, and knowledge of specific conceptual relationships. We attempted to avoid common sources of variance across items (such as attractive distracters) and hypothesized that the item types that required greater depth of semantic knowledge would tend to show greater difficulty and discrimination after other sources of variance were accounted for. Our results, while still exploratory, support the conclusion that the item types measure different aspects of lexical knowledge, consistent with the hypothesis of increasing semantic depth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01