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ERIC Number: EJ1033006
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0031-3831
The Conceptual Nature of Gain in Vocabulary Research: An Analysis of Vocabulary Data from Schoolchildren
Frost, Jørgen; Ottem, Ernst; Snow, Catherine E.; Hagtvet, Bente E.; Lyster, Solveig Alma Helaas; White, Claire
Scandinavian Journal of Educational Research, v58 n4 p495-511 2014
Two ways of measuring change are presented and compared: A conventional "change score", defined as the difference between scores before and after an interim period, and a process-oriented approach focusing on detailed analysis of conceptually defined response patterns. The validity of the two approaches was investigated. Vocabulary knowledge was assessed by means of equivalent multiple-choice tests administered before and after an intervention, and four characteristic responses were observed: Words consistently not understood; words inconsistently understood; learned words; and words consistently understood. The results showed that inclusion of the category "words consistently not understood" offered a "truer" gain score than did the conventional change score. It captured more variance from age and cognitive constraints and appeared educationally more reliable from an assessment-for-teaching-perspective.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 5; Grade 6; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
IES Funded: Yes
Grant or Contract Numbers: R305F100026