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It critiques the field’s underdevelopment in theory and practice, noting reliance on convenience, tradition, and psychometric standards rather than clear linkage to comprehension. 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David Pearson  \nUniversity of California, Berkeley  \nElfrieda H. Hiebert  \nTextProject &  \nUniversity of California, Santa Cruz  \nMichael L . Kamil  \nStanford University  \nTextProject Article Series  \nFebruary 2014  \nTextProject, Inc.  \nSANTA CRUZ, CALIFORNIA  \nThis is an earlier version of P.D. Pearson, E.H. Hiebert, & M.L. Kamil in J. Baumann and E. Kame’enui (Eds.) (2012), Vocabulary Instruction: Research to Practice (2nd Ed.) . New York, NY: Guilford Press.  \nVocabulary Assessment:  \nMaking Do with What We Have while We Create the Tools We Need  \nAfter a long absence, vocabulary has returned to a prominent place in discussions of reading; it is alive and well in reading instruction and reading research. This is good news for teachers, teacher educators, and researchers. There is good reason to teach vocabulary more aggressively. After all, as many of the chapters in this volume illustrate, vocabulary is a strong predictor of comprehension and the gap in the vocabularies of the “haves” and the“have-nots” is substantial on school entry. Without strategic and concerted efforts in schools, this initial gap may never be eliminated and, in fact, can easily be broadened. If effective instruction is to become commonplace, we must first address the vexing question of how we assess vocabulary knowledge and growth.  \nIn this chapter, we argue that vocabulary assessment is grossly underdeveloped, both in its theoretical and practical aspects. On the theoretical side, it has been driven by tradition, convenience, psychometric standards, and a quest for economy of effort rather than a clear conceptualization of its nature and relation to other aspects of reading expertise, most notably comprehension. On the practical side, it has provided teachers with scores that tell them only how students perform in relation to other students (e.g. percentiles or grade norms); it has not given them data about how well students have mastered particular domains of vocabulary, such as all of the key vocabulary associated with a fourth-grade reading level or with the central concepts of a topic such as habitats and eco-systems. We hope that this chapter will serve as one small step in stimulating the development strategic instruction and curriculum  \nneeds and that students deserve.  \nVocabulary Assessment 2  \nWe examine the literature—research, common practices, and theoretical analyses—on vocabulary assessment to answer three questions: (a) what do vocabulary assessments (both past and current) measure? (b) What could vocabulary assessments measure, as illustrated by conceptual frameworks, and what development and validation efforts are needed to make such assessments a reality? And (c) What vocabulary assessments should teachers use, create, or modify while we wait for the research that is needed for wide-scale change?  \nVocabulary Assessments: Past and Present  \nA working definition is useful, prior to embarking on either the design or the review of the assessment of a domain. In the case of vocabulary, definitions that come from dictionaries are typically vague, such as “the words of a language” or “the stock of words used by or known to a particular people or group of persons”(Flexner, 2003) . Because such definitions lack the specificity required for instruction or assessment, educators (e.g., NICHD, 2000) have typically turned to a two by two matrix where the use of vocabulary is on one axis (productive, receptive) and mode of communication (written, oral) is on the other. This matrix implies four types of vocabulary: listening, speaking, writing, and reading.  \nThe assessment of vocabulary as it pertains to reading comprehension has almost exclusively emphasized the receptive dimension of vocabulary. At least on large-scale reading tests, the mode involves reading, although within the most prominent norm-referenced vocabulary measure--Peabody Picture Vocabu","cbCairIQe7YHfod7","https://ap.wps.com/l/cbCairIQe7YHfod7","pdf",471108,36,"English","# Vocabulary Assessment: Making Do with What We Have while We Create the Tools We Need\n## Vocabulary Assessment 2\n## Vocabulary Assessments: Past and Present","[{\"question\":\"Why does the chapter argue that vocabulary instruction should be assessed more strategically?\",\"answer\":\"Because vocabulary strongly predicts comprehension, and gaps between students’ word knowledge can be substantial at school entry and may persist or widen without concerted efforts.\"},{\"question\":\"What is criticized about current vocabulary assessment practice?\",\"answer\":\"The chapter says assessments are grossly underdeveloped theoretically and practically: they often provide only relative scores rather than data on mastery of specific vocabulary domains tied to instruction.\"},{\"question\":\"What questions does the chapter use the literature to address about vocabulary assessments?\",\"answer\":\"It asks what vocabulary assessments measure, what they could measure using conceptual frameworks and validation efforts, and what teachers should use, create, or modify while waiting for broader research-driven change.\"}]","Vocabulary Assessment: Making Do with What We Have while We Create the Tools We Need | PDF",1790835987,91]