Developing vocabulary is an incremental process, and there are varying degrees to which a student may know a word (Konza, 2011). As such, assessing a students’ vocabulary can be difficult (Malatesha, 2005). There are many formative methods through which teachers can estimate a students’ vocabulary development, such as through informal reading inventories, monitoring oral or written communication, or performance in weekly literacy activities focused on a particular set of vocabulary. Formal assessment of vocabulary can be conducted through a number of standardised reading tests which contain subtests to assess vocabulary, such as:
Regardless on the type of assessment chosen, the focus of assessment needs to be on assessment for learning, not assessment of learning, with the view to improving student outcomes at the forefront of the teacher’s mind. Vocabulary is a critical element in improving reading comprehension, and has a significant impact on students’ academic results as well as capacity to engage effectively in elements of life beyond school, assessment for learning needs to be inform teaching practice and improve student performance, closing the gap from where the student currently is to where they need to be.
- The Group Reading Assessment and Diagnostic Evaluation (Williams, 2001). This is an individual or group reading diagnostic test which can be used on students from Kindergarten to Year 12. This standardised tests assesses vocabulary and provides a growth scale value score that can be used to track growth in reading achievement over several years (Salvia, Ysseldyke & Bolt, 2013).
- Woodcock Language Proficiency Battery (Revised) is a suggested standardised test as it administers tests in both reading and listening vocabulary. This test measures vocabulary by asking students to supply a synonym or antonym for a specific word (Malatesha, 2005).
Regardless on the type of assessment chosen, the focus of assessment needs to be on assessment for learning, not assessment of learning, with the view to improving student outcomes at the forefront of the teacher’s mind. Vocabulary is a critical element in improving reading comprehension, and has a significant impact on students’ academic results as well as capacity to engage effectively in elements of life beyond school, assessment for learning needs to be inform teaching practice and improve student performance, closing the gap from where the student currently is to where they need to be.