1. TESTING VOCABULARY

2. WHY TEST VOCABULARY ?

3. Because
knowledge of vocabulary is essential to the development and demonstration of linguistic skills.

4. We test vocabulary to measure the comprehension and production of words used in speaking and writing.

5. Vocabulary WHICH ASPECTS OF VOCABULARY DO YOU USUALLY TEST?
meaning
collocation
pronunciation
spelling
part of speech
register
WHICH ASPECTS OF VOCABULARY DO YOU USUALLY TEST?
HAVE YOU EVER TESTED REGISTER OR COLLOCATION ?

6. WE MOSTLY TEST MEANING…

7. HOW TO CHOOSE THE VOCABULARY ITEMS TO ASK IN TESTS
Record the words which students misuse.
Ask other subject teachers (In Anadolu (Anatolian) High Schools, science subjects used to be taught in English in the past).
Usually the syllabus tells you which words must be learned and tested.

8. FOUR GENERAL KINDS OF
VOCABULARY TESTS

9. FOUR GENERAL KINDS OF VOCABULARY TESTS
Limited Response
Multiple-choice completion
Multiple-choice paraphrase
Simple completion

10. 1. Limited Response Is this an apple? Yes !!!
For Beginners, usually short (limited) responses like “yes, no” are required
Is this an apple?
Yes !!!

11. Limited Response allows
Individual testing
E.g. T to st: “Go to the door” (The student walks to the door)
2. Group testing
E.g. T to sts: “ Draw a circle around the tree” (Sts draw a circle around the tree on the exam paper)
T to sts: “My friend is eating” (Sts mark the correct picture)

12. ADVANTAGES OF LIMITED RESPONSE
                                                                                                                                                                               
ADVANTAGES OF LIMITED RESPONSE
It causes less stress than other types of tests.
It avoids skills such as reading and writing that have not yet been developed.
It can be scored easily and objectively.

13. LIMITATIONS OF LIMITED RESPONSE
It requires individual testing, which takes longer than group testing.
It is usually difficult to test abstract words with this technique.
Sketches are sometimes ambiguous. (e.g., an orange may look like a ball; running may look like dancing or jumping)

14. 2.Multiple-choice completion
This kind of item is constructed by deleting a word from a sentence
She quickly ………. her lunch.
a) drank b) ate c)drove d) slept

15. Following steps should be taken in writing multiple-choice completion test items:
Select the word to be tested.
Get the right kind of sentence to put each word in (this sentence context is called the stem).
Choose several wrong words to put the right word with (these wrong words are called distractors ) Three disractors plus the right word are enough for a written item.
Finally, prepare clear and simple instructions. And if this kind of test item is new to your students, prepare one or two examples.

16. Vocabulary Choice for multiple-choice completion test items
From reading passages that your students have read before the test.
Ask content words. (adj, verb, noun..)
Function words (article, prep, auxilary verbs., etc) appear in grammar tests

17. CONTEXT PREPARATION
1. Make your stems (contexts) clear. Sometimes you may need two sentences. E.g. “I want to paint, too. “All right. Use that ………..over there. a) *brush b) pencil c) broom d) spoon

18. 3. Avoid contexts that are too difficult.
CONTEXT PREPARATION (Continued)
2. You can find a passage in sts’ level and select the stem (the sentences) from that passage.
3. Avoid contexts that are too difficult.
Which context lets you understand the meaning of “imply”.
1 “Present an analogy which implies the concept you wish to convey”
2. “He didn’t actually say so, but he implied that you lied”.

19. DISTRACTOR PREPARATION
Use sts’ errors to use as distractor.
Make sure the distractors are the same form of word. Examine the poor item below.
She had to help the ………old man up the stairs.
a) *weak b) slowly c) try d) wisdom
3. Don’t give grammatical clues to indicate the correct answer. Examine the following poor item. It is always wet in England, you must buy an …………… . a) book b) spoon c) fork d) *umbrella
4. Do not include more than one correct answer Examine the poor items below.
-She sent the ……….yesterday a) letter b) gift c) friend d) book
-She wrote a ……….yesterday a) letter b) gift c) friend d) book

20. Instruction Preparation
Be Brief
When giving only oral instructions consider late students.
Both oral and written instructions preferably for beginners. (or instructions in L1 for beginners)
By giving an example, instructions can be made more comprehensible.

21. Alternate Forms of Multiple-Choice Completion
Definition
-To………..someone means to save him or her from danger a) praise b) injure c) rescue d) announce
2. Phrase Completion
a) Idioms
-The commitee …………….choosing you as president. a) wound up b) buttoned down c) wiped out d) sat in
b) Appropriatenes to context
-The newspaper says, “ A two-year-old girl… today when struck by a bus.
a) kicked the bucket b) was eradicated c) was killed d) departed

22. Alternate Forms of Multiple-Choice Completion (Continued)
3. Phrasal Context (Not sentence completion) ………..his fingernails. a) tailored b) reduced c) remodeled d) manicured 4. Multiple-Choice Cloze (use stories or essays) (Refer to page 23 of Madsen’s book for an example)

23. ADVANTAGES OF MULTIPLE_CHOICE COMPLETION
                                                                                                                                                                               
ADVANTAGES OF MULTIPLE_CHOICE COMPLETION
It helps the students see the full meaning of words by providing natural contexts. Also, it is a good influence on instruction: It discourages word-list memorization.
Scoring is easy and consistent.
It is a sensitive measure of achievement.

24. LIMITATIONS OF MULTIPLE-CHOICE COMPLETION
It is rather difficult to prepare good sentence contexts that clearly show the meaning of the word being tested.
It is easy for students to cheat by copying what others have circled.

25. Multiple-choice paraphrase
Students are supposed to find the synonym or the paraphrase of the vocabulary item in the stem.
e.g. He was irate when he heard about the new plans a) interested b) surprised *c) angry d) sad
Vocabulary Choice and Context Preparation
it is easier to prepare contexts for this type of item. Follow the steps below:
1.Select the words to be tested.
2.Prepare a sentence context.
3.Choose distractors.
4.Write instructions

26. DISTRACTOR PREPARATION
1. Distractors must be in the same topic. See the poor example below
- He just hit his shin .
a) *leg b) cousin c) fender d) fruit
2.Try to avoid a word of opposite meaning with the right answer.
See the poor example below.
- He plans to purchase some candy for his mother. a) make b) *buy c) sell (opposite of “purchase) d) steal
3.Try to avoid distractors with the same meaning. See the poor example below. -His remorse was great indeed. a) wealth b)* sadness c) strength d) power (c and d are same)
4. Avoid tricky items that use close spelling or sound contrasts. Remember this is a vocabulary test not spelling.
- They crossed the ocean on a liner. a) sheep (ship ??) b) streamer c) bolt (boat??) d) vessel

27. DISTRACTOR PREPARATION (Continued)
5. Be careful that the correct answer is not generally the longest. - That boy is unusual; he’s a genius. a) can see the future b) has received much money c)*has unusual mental, inventive, and creative ability d) has a terrible illness 6. The multiple-choice items should normally be easier than the word in the stem. (irate is more difficult than sad, angry, interested, surprised) 7. Students errors can be used as distractors.

28. ALTERNATE FORMS OF MULTIPLE-CHOICE PARAPHRASE
1. Idioms & other phrases - The salesman seemed quite down and out. a) *poor b)disappointed c)lost d)angry 2.Phrasal context - a considerate little lady a) worried b) tired c) happy *d) kind 3. Reading passage context. - Just then we saw him run out of the side door. As he turned the corner, a slip of paper fluttered to the ground…. With that paper, the poilice were able to trace the man’s whereabouts. In this passage trace means. a) copy b) enter *c) locate d) eliminate

29. 4. Related-word identification
4. Related-word identification.(Not synoynms, but examples and nonexamples of the word tested. - He eats lots of vegetables a) bananas b) peaches c) oranges *d) carrots 5. Unrelated-word identification. - He lives in a big house. a) attic *b) car c) basement d) bedroom

30. ADVANTAGES OF MULTIPLE-CHOICE PARAPHRASE
                                                                                                                                                                               
ADVANTAGES OF MULTIPLE-CHOICE PARAPHRASE
Context preparatıon is rather easy.
Scoring is easy and consistent.
It is a sensitive measure of achievement.

31. LIMITATIONS OF MULTIPLE-CHOICE PARAPHRASE
It is difficult to prepare good synonyms.
It is easy for students to cheat.

32. SIMPLE COMPLETION (WORDS)
Students fill in missing parts of words that appear in sentences. These missing parts are usually prefixes and suffixes. - He was driving very care lessly and he would eventually…………have an accident. ..etc .

34. CONTEXT PREPARATION FOR SIMPLE COMPLETION
Be careful that the context is not ambiguous and does not allow more than one correct answer. Otherwise you have to accept both of the correct answers.
E.g. He was a very nervous person (However, nervy is also possible)
You should also check sts’ knowledge of when NOT TO ADD a prefix or suffix.
E.g. This tool is very useful. You can use...X... it for eveything.

35. ALTERNATE FORMS OF SIMPLE COMPLETION
1) Stem-first procedure
E.g. (similarity) It is quite similar to this one.
2) Phrasal context
E.g. An un tidy room. For low level sts grammatical clues such as (a/an)may be given.
3) Compounds (compound nouns)
E.g. He sent a post card to his brother for his birthday.

36. 4) Inflectional Cloze