[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-428804-105":59,"doc-detail-428804-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","analyzing-vocabulary-and-content-in-a-cbi-cumulative-unit-quiz","Analyzing Vocabulary and Content in a CBI Cumulative Unit Quiz","","The report presents a study carried out in two intermediate Content-Based Instruction (CBI) courses in the Program of Intensive English (PIE). It examines results from a cumulative unit quiz designed around two instructional foci: content knowledge and vocabulary acquisition. The assessment uses five university-style item types and targets construct validity, reliability, and the correlation between vocabulary and content performance. Item statistics including B-index, item facility, descriptive statistics, frequency charts, and KR-20 inform support for CBI learning connections.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analyzing-vocabulary-and-content-in-a-cbi-cumulative-unit-quiz/428804/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analyzing-vocabulary-and-content-in-a-cbi-cumulative-unit-quiz/428804.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What assessment does the study analyze, and what are its two main learning targets?","Question",{"text":112,"@type":113},"The study analyzes a cumulative unit quiz that targets both vocabulary acquisition and content knowledge related to the unit taught in the CBI courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the quiz structured in terms of item types and sections?",{"text":117,"@type":113},"The quiz uses five types of items and splits points evenly between a vocabulary section and a content section, totaling 24 points with 12 points per section.",{"name":119,"@type":110,"acceptedAnswer":120},"Which research qualities are investigated for the test, and what relationship is explored?",{"text":121,"@type":113},"The authors examine construct validity and reliability, and they also test whether scores on the vocabulary section relate to scores on the content section.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},428804,1791776270,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Analyzing Vocabulary and Content in a CBI Cumulative Unit Quiz  \nVeronica Wright and Kevin Gowan  \nNorthern Arizona University  \nAbstract  \nThis report describes a study conducted in two intermediate level Content-Based instruction (CBI) courses taught at the Program of Intensive English (PIE) . The study focuses on analyzing the results of a cumulative quiz based on the two foci of content and vocabulary acquisition. The test had five different types of items meant to reflect typical item types found in exams at university level classes. This was to support one of the overarching goals of the CBI course which was to help prepare students for taking classes at university level institutions. Research focused on determining the validity, reliability of the assessment, and also the correlation between content and vocabulary knowledge in the test results. In order to thoroughly and effectively measure these aspects we created and used a table of specifications. We also used the data to calculate the B-index, item facility, descriptive statistics, frequency charts, and KR-20 formula. The study aimed to find support for the CBI instructional format of teaching as well asthe connection between content knowledge and learning and vocabulary knowledge.  \nKeywords: CBI, formative assessment, item analysis  \nAnalyzing Vocabulary and Content in a CBI Cumulative Unit Quiz  \nBackground  \nThe current definition of Content Based Instruction that the CBI course at PIE follows is relatively new. The idea of using subject matter such as topics or themes based on student interest or need as the main content studied in an ESL course first came around in the 1980s (Snow, 2014). Because of its relative novelty, not all teachers understand the benefits of using such an approach. Snow (2014) argues that content–based instruction that provides opportunities for comprehensible output through collaborative tasks as well as comprehensible input, where the focus is on the meaning of what is being said, fulfills necessary conditions for second language acquisition.  \nThe purpose of our project was to construct, administer, and analyze a criterionreferenced test. This test was to assess the learning of vocabulary and content related materials for two sections of level three content-based instruction (CBI) classes at the Program of Intensive English (PIE) . Both CBI sections were taught the same material and therefore were given the same test. We planned to check the validity and reliability of the test and check for a correlation between the scores on the vocabulary and content sections to help support the approach of using content matter to help aide second language acquisition.  \nResearch Questions  \nIn order to have a structure for the project, the authors established the following three questions to guide their analysis of the data collected:  \n1. Does the test have construct validity?  \n2. Is there a relationship between scores on the vocabulary section and the content section?  \n3. Is the test reliable?  \nMethods  \nParticipants  \nThe participants consisted of two sections oflow-intermediate students in level three atthe Program of Intensive English (PIE) in Flagstaff, Arizona. Section A consisted of eight students with five female students (one from Kuwait, one from Saudi Arabia, and three from China) and three male students (one from Kuwait, one from Saudi Arabia, and one from China) . Section B consisted of seven students with one female student from China and six male students (one from Palestine, one from Saudi Arabia, two from Kuwait, and two from China) . Students were all young adults with ages ranging from 18 to the late 20s.  \nMeasures  \nIn designing the test we first created a table of specifications. In creating our table of specifications we listed all the information covered in the unit on medicine and explicitly taught in the class, including all the subtopics and vocabulary. We then listed all the item types included in the test. We then ","cbCaisEaktZzJkQl","https://ap.wps.com/l/cbCaisEaktZzJkQl","pdf",47049,"English","# Background\n# Purpose and Project Aim\n# Research Questions\n# Methods\n## Participants\n## Measures\n## Procedures","[{\"question\":\"What assessment does the study analyze, and what are its two main learning targets?\",\"answer\":\"The study analyzes a cumulative unit quiz that targets both vocabulary acquisition and content knowledge related to the unit taught in the CBI courses.\"},{\"question\":\"How is the quiz structured in terms of item types and sections?\",\"answer\":\"The quiz uses five types of items and splits points evenly between a vocabulary section and a content section, totaling 24 points with 12 points per section.\"},{\"question\":\"Which research qualities are investigated for the test, and what relationship is explored?\",\"answer\":\"The authors examine construct validity and reliability, and they also test whether scores on the vocabulary section relate to scores on the content section.\"}]","Analyzing Vocabulary and Content in a CBI Cumulative Unit Quiz | PDF",1790647745]