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    Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses

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    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Rowles, Phillip Bruce
    Advisor
    Beglar, David
    Committee member
    Nation, I. S. P.
    Ross, Steven, 1951-
    Elwood, James Andrew
    Nemoto, Tomoko
    Department
    Language Arts
    Subject
    Educational Tests & Measurements
    Foreign Language Education
    English as A Second Language
    Measurement
    Polytomous Analyses
    Rasch Models
    Synonymy
    Testing
    Vocabulary
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3498
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3480
    Abstract
    Educational measurement research faces an unresolved dilemma: competently meeting the longstanding demand for improved vocabulary strength (depth) aspect assessments. My original contribution to knowledge in the written receptive vocabulary knowledge construct research domain is twofold. My first contribution is proposing an a priori metasynonymy awareness hypothesis based on a vocabulary strength aspect extension of O’Connor’s (1940) written receptive vocabulary acquisition developmental stage theory. My second contribution is designing and constructing a vocabulary extent (the nexus between vocabulary size (breadth) and strength aspects) test. The test, called the Polysemous Academic Vocabulary Extent Test, utilizes ordered triple rank (OTR) responses and a complementary six-tier incremental scoring guide rubric. An example test item includes a sentence stem with a bold keyword and three options, such as: All the reviews of the movie were positive. positive: a) sure b) good c) enviro
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