Contemporary classroom vocabulary assessment for content areas

Katherine A. Dougherty Stahl; Marco A. Bravo

doi:10.1598/RT.63.7.4

Contemporary classroom vocabulary assessment for content areas

Katherine A. Dougherty Stahl, Marco A. Bravo

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

Abstract

One of the challenges of teaching disciplinary vocabulary effectively is the paucity of available, classroom-friendly vocabulary assessments that can be used to gauge students vocabulary growth and to inform vocabulary instruction. This article describes the intricacies of word knowledge that make assessment difficult. Three continua (discrete-embedded, selective-comprehensive, and context-independent-context-dependent) are described and applied to evaluate commercial assessments and offered as needed considerations in the development of classroom-based vocabulary assessments in the content areas.

Original language	English (US)
Pages (from-to)	566-578
Number of pages	13
Journal	Reading Teacher
Volume	63
Issue number	7
DOIs	https://doi.org/10.1598/RT.63.7.4
State	Published - Apr 2010

Keywords

Article
Assessment
Childhood
Content literacy
Language learners
Oral language
Vocabulary

ASJC Scopus subject areas

Language and Linguistics
Pharmacology
Linguistics and Language
Pharmacology (medical)

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10.1598/RT.63.7.4

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Contemporary classroom vocabulary assessment for content areas

Abstract

Keywords

ASJC Scopus subject areas

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