ALTAANZ
  • About ALTAANZ
  • ALTAANZ Committee
    • Current Committee
    • 2021 Committee
    • 2020 ALTAANZ Committee
    • 2018 - 2019 ALTAANZ Committee
    • 2017 ALTAANZ Committee
    • 2016 ALTAANZ Committee
    • 2015 ALTAANZ Committee
    • 2014 ALTAANZ Committee
    • 2013 ALTAANZ Committee
    • 2012 ALTAANZ Committee
    • 2011 ALTAANZ Committee
  • Joining ALTAANZ
  • ALANZ - ALAA - ALTAANZ 2022
  • ALTAANZ Online Research Forum 2021
  • LTRC/ALTAANZ Online Celebratory event 2020
    • About the event
    • Event Programme
    • LTRC Anniversary Symposium
  • Past ALTAANZ Conferences
    • ALANZ / ALAA / ALTAANZ AUCKLAND 2017
    • ALTAANZ Conference Auckland 2016 >
      • Keynote Speakers >
        • Plenary Abstracts
      • Teachers' Day
      • Pre-conference workshops
      • Conference programme
    • ALTAANZ Conference Brisbane 2014
    • ALTAANZ Conference Sydney 2012
  • Past ALTAANZ / LTRC Workshops
    • LTRC / ALTAANZ Workshops July 2014 >
      • Test analysis for teachers
      • Diagnostic assessment in the language classroom
      • Responding to student writing
      • Assessing Pragmatics
      • Introduction to Rasch measurement
      • Introduction to many-facet Rasch measurement
    • LTRC / ALTAANZ workshops September 2015 >
      • A Practical Approach to Questionnaire Construction for Language Assessment Research
      • Integrating self- and peer-assessment into the language classroom
      • Implementing and assessing collaborative writing activities
      • Assessing Vocabulary
      • Revisiting language constructs
  • Studies in Language Assessment (formerly PLTA)
    • Early View Articles
    • Current Issue
    • About SiLA
    • Past Issues >
      • 2022
      • 2021
      • 2020
      • 2019
      • 2018
      • 2017
      • 2016
      • 2015
      • 2014
      • 2013
      • 2012
    • Editorial Board
    • Contributors
  • ALTAANZ Awards
    • ALTAANZ Best Student Paper Award
    • Penny McKay Award
    • PLTA Best Paper Award
  • Sponsorship for Educational Activities
  • Newsletter: Language Assessment Matters
  • Contact us
Assessing Vocabulary

Susy Macqueen, University of Melbourne

Vocabulary knowledge forms part of most language assessments, whether the focus is on knowledge of particular words or on word use as part of a broader competence such as writing. This workshop will consider the nature of vocabulary knowledge and use, as represented in language assessments. It will explore the relationship between teaching and assessing vocabulary, with opportunities for discussion based on practical examples in relation to participants’ teaching contexts. It will cover principles and techniques for constructing vocabulary assessments including various vocabulary item types, uses of word lists, and the representation of vocabulary in rating scales. 

Biography:

Dr Susy Macqueen is a Research Fellow in the Language Testing Research Centre at the University of Melbourne. She has carried out many language test development and research projects, including studies of classroom-based assessment and the impact of high-stakes tests. Her other research has encompassed investigations of formulaic sequences in second language learning and applications of sociocultural and complexity theory.