An Innovative Approach to Assessing Depth of Knowledge of Academic Words

Autor/inn/en	Crosson, Amy C.; McKeown, Margaret G.; Ward, Arthur K., Jr.
Titel	An Innovative Approach to Assessing Depth of Knowledge of Academic Words
Quelle	In: Language Assessment Quarterly, 16 (2019) 2, S.196-216 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crosson, Amy C.) ORCID (McKeown, Margaret G.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2019.1612899
Schlagwörter	Knowledge Level; Academic Language; Evaluation Methods; Literacy; Intervention; Middle School Students; Vocabulary Development; Reading Comprehension; Early Adolescents; Difficulty Level; Guessing (Tests); English; Native Language; Public Schools; Working Class; Reading Tests; Charter Schools; Urban Schools; African American Students; Semantics; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Wissensbasis; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wortschatzarbeit; Leseverstehen; Schwierigkeitsgrad; Erraten; English language; Englisch; Public school; Öffentliche Schule; Arbeiterklasse; Lesetest; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Afroamerikaner; Studentin; Semantik
Abstract	The purpose of this research is to develop a vocabulary assessment, Evaluation of Academic Vocabulary or "EAV," that gauges students' depth of knowledge of academic words and is sensitive to vocabulary growth in the context of literacy interventions. We report results from two studies with native English-speaking middle school students designed to inform the development and pilot test the utility and technical qualities of an innovative vocabulary assessment that is sensitive to students' level of understanding of general academic words. Across the two studies, we employed a mixed methods research approach. In the first study, we drew on classic psychometric assessment methods, Bayesian network methods, signal detection theory to evaluate the validity and technical qualities of the assessment. In the latter study, we conducted cognitive interviews to further validate the assessment. Results suggest that: (1) the assessment captures growth in knowledge of general academic words, i.e., words that are important for the comprehension of academic texts; and (2) it is sensitive to treatment effects academic vocabulary intervention for adolescents. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01