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In my opinion it is important to teach students collocations of  words in order  to widen their understanding of the language.I want my student to know how to use it correctly in a sentence. 

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In my opinion it is important to teach students collocations of  words in order  to widen their understanding of the language.I want my student to know how to use it correctly in a sentence. 

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I test their knowledge of new lexical items by dictations almost every lesson. I also ask them to put 5 of the words in sentences or a short paragraph.  another very useful excercise is matching to meaning\opposites and filling in sentences using the new words.

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When I test new vocabulary, I try to do it in several ways. I start with matching definitions, choosing the correct definition and finally I ask them to use the new vocabulary in sentences or writing a paragraph where they have to use collocations and syntax correctly.

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When I test new vocabulary, I try to do it in several ways. I start with matching definitions, choosing the correct definition and finally I ask them to use the new vocabulary in sentences or writing a paragraph where they have to use collocations and syntax correctly.

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I teach a range of ages and ability groups but I believe the most important of vocabulary is teaching it in context. Being able to merely translate a word does not necessarily enrich leaning. I often start off a sentence including the new word  and the students need to complete it in their own words. I also like to get students to match up two parts of a sentence.

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I teach a range of ages and ability groups but I believe the most important of vocabulary is teaching it in context. Being able to merely translate a word does not necessarily enrich leaning. I often start off a sentence including the new word  and the students need to complete it in their own words. I also like to get students to match up two parts of a sentence.

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Until this year, I have used mostly cloze exercises, and writing sentence with the words for the levels I teach, which limit the possibility of guessing. I think it's important to teach students collocations and different aspects of a words in order for them to succeed in using them correctly. I've learned a variety of new methods in which to measure students' word knowledge especially for reviewing words throughout the unit and not only for final assessments.

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The article offers ways to measure different aspects of a knowledge of a word, I would focus on the knowledge of the meaning of the words. I divide my vocabulary exam into three parts: the first part is sentence completion, the students have to choose a suitable word from a word bank. then the second part is translating a list of words into their L1. A s to the last part, the students have to write sentences using at least one word from the new words.

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I’m teaching this vocab unit in preparation for reading The Road Not Taken in a 4 point intermediate class. Since I’m focusing on a relatively limited number of items (10) for which they will receive quite a lot of contextualized exposure and recycling, I think it’s fair to expect them to be able to show productive knowledge. Of all the methods displayed in the presentations and essay, sentence completion (definition and meaning in context) seems most effective and appropriate in checking that they actually know and are able to use a word in response to a prompt.  To avoid confusion and help them recall the correct word in context, I'll provide the first letter of the word in the blank.

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I have been teaching all levels 3-5 points and of course at each level I try to find the appropriate means of assessment. I have to confess that my favorite one is the cloze exercise. This way I make sure that the vocabulary is in context and not just throwing out words at them ans asking for a plain translation. This is imperative because one problem Israeli students encounter is the multiple meanings of a word. The second way is the multiple choice format,. The student has to construct meaning through dependence on the context clues given in the stem.. The main advantage is the ease of marking which is considerably important when I am swamped with many assignments

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with my weak students I would like to focus on knowing the meaning and use of the words they learn, so I will use translation quizzes and sentence completion quizzes. while with stronger students I would like to focus on more than meaning and use, and I will try to assess all aspects of knowledge by making quizzes of word collocation, meaning in the context, associationsgrammatical and lexical functions.

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In my 5 points High school classes I focus on assessing students by letting them complete sentences and creating their own sentences using the new words.
In my weak JH classes, we always begin quizzes with translating to L1, and then move on to sentence completions.
I really believe in the 'expanding rehearsal' graph. I try to incorporate words that they were taught and tested on in the past, to keep their vocabulary rich and their memory sharp.

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I mainly focus on use and meaning, my quizis are usually divided into three parts: the first is translating the words fom English to Hebrew and the second is completing sentences with the correct word and the third is writing their own sentence, in order to check if they not only know the meaning of a word, but they also know how to use it correctly in a sentence.

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It is nice to see the different purposes vocabulary should be tested and how familiar a student has to be with vocabulary words. I find it very important to get students to elicit different word derivations from a lexical item. Another important fact I didn't know before is the 5 week interval between teaching the vocabulary words and  retaining it in our memory,
I like giving my students different kinds of quizzes and tests. Some are active use of the words by continuing sentences, other are more passive, filling in the correct word and matching. It depends upon if they need it for speaking and writing.
Some of my assessment tests in higher grades is to have students change the lexical item into nouns, verbs etc..
I feel that vocabulary assessments should be varied and changed each time to cover different skills and vocabulary skills and retention.

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I teach an eighth grade Israeli class. They are mid-level. I believe in assessing my students' ability to USE the words and to APPLY them correctly. I have found cloze type exercises to be the most successful way to test them as well as fill in the blanks and using certain words in a sentence. I try to teach 10 new words a week and quizzing them on those 10 but the bands in the book we use are so extensive that I find myself assessing them on about 15-20 words. I try to choose the words that are not only meaningful and relevant to the text we are studying but that connect to the "real world" as well. Usually I try to begin each class with a quick vocabulary review/game. this gives me an idea of how well they have or haven't mastered the words and which words I need to extensively review.

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1000 most frequently used words-Gil Efrati

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1000 most frequently used words-Gil Efrati

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I found this presentation very useful.  I like starting each class with 25 words from this list.  Obviously this is not learning, rather going over the words that they already know.  I usally give a quiz every 100 words.   This provides them with an opportunity to focus on certain words and to master the base.  There is a disadvantage if the words are not used with context.
Regarding more difficult words, I usually teach about 10 each class, including contextual learning-using them within a sentence.

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I teach in high school 4 and 5 points. As a rule, I test on high frequency words that my students are likely to encounter and use in reading, listening and speaking.  Therefore, I want to make sure that they know the word form and the meaning attached to it. I also test whether they know how to use the words. My favorite types of assessments are: first, to put the correct words in the blanks – it could be either separate sentences or a cloze. Second, to complete the sentence while using the words they need to know. While the first type is more closed, the second type is more open so they can use previous knowledge.

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I would like to test all aspects of knowledge. We want our students to get the whole picture, at the end of the day.
I guess, I would focus on USE though. If we get them to use the vocabulary: writing and speaking they will have to know all the rest.

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I would like students to be able to put the correct words into ready-made sentences, write their own sentences with some of the words, and answer questions about the words (i.e. which word has the same meaning, the opposite meaning, etc.).

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I would like students to be able to put the correct words into ready-made sentences, write their own sentences with some of the words, and answer questions about the words (i.e. which word has the same meaning, the opposite meaning, etc.).

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The aspects of knowledge I would like to test are meaning recognition, knowledge of collocation and meaning in context. I think that the ability to understand the meaning of the word and to use it in collocation and sentences is very important for my students.

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The aspects of knowledge I would like to test are meaning recognition, knowledge of collocation and meaning in context. I think that the ability to understand the meaning of the word and to use it in collocation and sentences is very important for my students.

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israa riziq

I  like to test the following aspects of word knowledge:
Form, meaning and use.
because, I blieve that the best way to assess the students is by using word knowledge.I hope to check how well students know the form of the words, their meaning and their use.

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Different aspects of assessing vocabulary- Jo Feldman

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Different aspects of assessing vocabulary- Jo Feldman

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I am a tigbur teacher at two different Junior High Schools and have private lessons in the evening, but my main job is teaching youth who are in a drug rehabilitation center, which is part of Project Hila. For many of the boys this is their first time in a formal educational setting. I am preparing my students for the 12 year exam. The vocabulary I am focusing on is for one of the stories that they need to read for the twelve year exam and their is an extended list of vocabulary that they should be familiar with for the test as well. I know how the teachers in the regular school schools test the kids for vocabulary. This article and the previous one opened my eyes to various  ways of assessing vocabulary. I am not sure if my students are capable of relating to more creative ways of assessing vocabulary, like using synonyms. For my students it just important for me know that that they understand the meaning of the words and to understand  how the word is used in the sentence of the story.

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The aspects of knowledge i'd like to test are receptive knowledge of collocation ,associations and of grammatical functions. Spelling of words and grammar are also important (for 4-5 pointers mostly) so I would test those aspects as well. For 3 points students I would mostly test form ,meaning and translation.

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SHEILA SHALVA                                                                                                It depends on the level of class I am teaching.  For high level classes I would test more aspects than for lower level classes. I think that definition and use of word are the most important aspects.  With the new E exam coming it will be interesting to see how we can impliment this with the weaker 4 point students.

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SHEILA SHALVA                                                                                                It depends on the level of class I am teaching.  For high level classes I would test more aspects than for lower level classes. I think that definition and use of word are the most important aspects.  With the new E exam coming it will be interesting to see how we can impliment this with the weaker 4 point students.

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Ideally, I would like to test every aspect of the vocabulary being taught. That said, it might not be possible to do it all. I would probably design a test that will have a taste of everything. While some parts of the test will focus on collocation and association, other parts will be more technical and be about the spelling or some grammatical point I would like to teach.
Of course, I will adapt the differnt parts of the test to the words and the level of the class. I will pick the easier, more intuitive words when I check spelling. I will pick everyday expressions when I check for grammar and association

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I teach a mixed 4-5 point class. I'd like to test them on receptive knowlede. translation, different parts of speech in context.

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As I teach a very high 5 point class I would like to test both receptive and productive knowledge including collocations and associations

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I teach a mid level 4 point class and I would like to test meaning and use of vocabulary words. I would also like to work on building up a vocabulary base so I'd like to work on post tests to build up retention of words.

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I am teaching a 9th grade Special ED class. Therefore I beieve that the best way to assess my pupils is by using word knowledge (form, meaning and use). I feel that by knowing the meaning of the words and how to use them, the students will gain more confidence.

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I am teaching a 9th grade Special ED class. Therefore I beieve that the best way to assess my pupils is by using word knowledge (form, meaning and use). I feel that by knowing the meaning of the words and how to use them, the students will gain more confidence.

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I teach a mixed of 4-5 points 10th graders . I think I would like to test receptive knowledge of a word using collocations and associations.  I feel that spelling is less important and while grammar is important they tend to not remember and seem to always have mistakes .

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I would like to test receptive and productive knowledge of grammatical functions, collocations and association.

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I would like to test receptive and productive knowledge of grammatical functions, collocations and association.

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Naomi Feinmesser

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I would like to test the vocabulary fluency, size and depth. I hope to check how well students know the form of the words, their meaning and their use, including collocations. I would like to test it both on receptive and productive levels.

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I want to check the depth of knowledge - translation, definition, part of speech, etc. according to receptive and productive knowledge of words.

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I want to check the depth of knowledge - translation, definition, part of speech, etc. according to receptive and productive knowledge of words.

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I would love to use to "size" tests and the Item Format. I will definitely use the examples in the item format. I was looking for new way to test the vocabulary rather than  the old typical " give the meaning in Arabic" 

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I would love to use to "size" tests and the Item Format. I will definitely use the examples in the item format. I was looking for new way to test the vocabulary rather than  the old typical " give the meaning in Arabic" 

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Receptive. I decided to deal with various assessment items to check knowledge. 

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Receptive. I decided to deal with various assessment items to check knowledge. 

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The aspects of knowledge that I want to test are "receptive knowledge of collocation" and interpretation of words (various exercises to test this.

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The aspects of knowledge that I want to test are "receptive knowledge of collocation" and interpretation of words (various exercises to test this.

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The article was very useful and interesting. Since I teach the weakest students in school,I would also like to test them on definitions and put the words in context.

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I liked the examples in the article. I will use in my next vocabulary test some of them such as the definition item formation where the students have to choose the correct definition from a list or match the definition to the word. It definitely enriched my teaching vocabulary methods.

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Since I am teaching a very weak studens (3 pointers) I would test them on defeniition and understandng or recognizing the words in context

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Miri Briga
I teach the weaker pupils and because of that I will test them on definitions, and put the words into a conte

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Miri Briga
I teach the weaker pupils and because of that I will test them on definitions, and put the words into a conte

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I

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In the assessment I need to think about the aims of my test. I learned that its is also important to do a post testto see how much the students have retained.

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In my vocabulary assessment I would like to test the knowledge of meaning first of all the students need to know the translateiong of the new words we have learned. the second knowledge is to understand the idea behind the word so they could give an example or another word from the words-family.

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We have to consider our aims when testing students' vocaulary.  It seems that for the "average" Israeli pupil, less complex forms of testing should be used since the more sophisticated ones will just confuse them.  I personally prefer to put the words into a context.  The item format examples of testing word meet most of my vocabulary testing needs. I liked the example of giving the definition and then the alternatives for a word.  This encourages the pupil to think more flexibly. 

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We have to consider our aims when testing students' vocaulary.  It seems that for the "average" Israeli pupil, less complex forms of testing should be used since the more sophisticated ones will just confuse them.  I personally prefer to put the words into a context.  The item format examples of testing word meet most of my vocabulary testing needs. I liked the example of giving the definition and then the alternatives for a word.  This encourages the pupil to think more flexibly. 

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Anat Hayun
I would like to test the following aspects of word knowledge:
Form- The students need to know how to spell the words.
Meaning- The students need to know the definition of the words in L1.
Use- The students need to know the grammatical functions of the words.
The words that are taught need to be productive for the students.

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The article offers different ways and ideas to  measure different aspects of knowledge for a word. I liked the examples. It shows that without knowing that we really use many ways when teaching a word.

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I liked the article, especially the concrete samples of questions. I would use the receptive knowledge of collocation, interpretation and the meaning recognition.

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i believe that testing vocabulary is very important in order to follow students' pregress and competence in a language. the first method that i usually use is giving the definition of the word in their first language. other aspects should be checked are wether students can give the correct the definition of a word in English. in addition, to recognize the word family that this word belong to

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Since the frequency of testing vocabulary should be high, I think that the questions should also be short and on the mark. I particularly fond of questions that test derivation. Familiarizing themselves with word families help the students understand the texts they are given, along with completing sentences. I also like questions that test collocation. It is important to know the "environment" of each word you learn (for example, you say 'do homework' instead of 'make homework').

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I liked two ways of assessments. The first one is the formation where the student needs to draw a line between a word and its definition. I find this task students friendly and i tend to put such tasks at the beginning of a test . The second way of assessment which i like is the interpertation in which you give a voc item and the students need to find which if the options describes the word best.

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I liked two ways of assessments. The first one is the formation where the student needs to draw a line between a word and its definition. I find this task students friendly and i tend to put such tasks at the beginning of a test . The second way of assessment which i like is the interpertation in which you give a voc item and the students need to find which if the options describes the word best.

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I liked item formation , where there is a list of words and  the students need match the defintion . I think this is thought provoking and makes the students think of the meaning of the word more deeply . for example 

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I liked item formation , where there is a list of words and  the students need match the defintion . I think this is thought provoking and makes the students think of the meaning of the word more deeply . for example 

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1; apartment
2:candle
3: draft
etc definition a place to live
first rough formation of something

I also liked interpretation
for example : turn into water -------- m

Ways of measuring different aspects of knowledge of the words was also very interesting.( collocation )
for example :underline the word that is not likely to be used together with the word   accept;
1: offer :
2:holiday
3:invitaton
4;responsibility
these are interesting ways to consolidate, practise and review their vocab.
Jill F

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I want to test interpretation which is quite basic ,but it is for my 3 pointer weak group.In order for me to be sure that they can interpret the word correctly and from every different aspect I think this is a useful way to asses this knowledge

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I want to test interpretation which is quite basic ,but it is for my 3 pointer weak group.In order for me to be sure that they can interpret the word correctly and from every different aspect I think this is a useful way to asses this knowledge

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Another reason is that in order for them to
succeed in their literature exam it is crucial they can interpret the word.

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I liked the part of "Ways to measure different aspectsof knowledge of a word". In this part, I believe that this types of questions is challenging, stimulate thinking and effective to learners.                            Examples:                                                                                                          1) Underline the word that is not likely to be used together with "accept"... (receptive knowledge of collocation).                                       2) Underline a word with an unrelated meaning... (receptive knowledge of association).                                                                                                3) Underline the correct spelling... (receptive knowledge of written form).                                                                                                                 4) Underline the correct sentence... (receptive knowledge of grammatical functions).                                                                                 5) Underline the incorrect derivation... (receptive knowledge of word parts).

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I liked the part of "Ways to measure different aspectsof knowledge of a word". In this part, I believe that this types of questions is challenging, stimulate thinking and effective to learners.                            Examples:                                                                                                          1) Underline the word that is not likely to be used together with "accept"... (receptive knowledge of collocation).                                       2) Underline a word with an unrelated meaning... (receptive knowledge of association).                                                                                                3) Underline the correct spelling... (receptive knowledge of written form).                                                                                                                 4) Underline the correct sentence... (receptive knowledge of grammatical functions).                                                                                 5) Underline the incorrect derivation... (receptive knowledge of word parts).