Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 1 |
Descriptor
Association (Psychology) | 1 |
Difficulty Level | 1 |
Grade 7 | 1 |
Grade 8 | 1 |
Item Analysis | 1 |
Item Response Theory | 1 |
Knowledge Level | 1 |
Language Patterns | 1 |
Language Tests | 1 |
Language Usage | 1 |
Middle School Students | 1 |
More ▼ |
Source
ETS Research Report Series | 1 |
Publication Type
Journal Articles | 1 |
Reports - Research | 1 |
Education Level
Elementary Education | 1 |
Grade 7 | 1 |
Grade 8 | 1 |
Junior High Schools | 1 |
Middle Schools | 1 |
Secondary Education | 1 |
Audience
Location
Alabama | 1 |
Arizona | 1 |
Arkansas | 1 |
California | 1 |
Connecticut | 1 |
Georgia | 1 |
Idaho | 1 |
Illinois | 1 |
Indiana | 1 |
Iowa | 1 |
Kentucky | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Deane, Paul; Lawless, René R.; Li, Chen; Sabatini, John; Bejar, Isaac I.; O'Reilly, Tenaha – ETS Research Report Series, 2014
We expect that word knowledge accumulates gradually. This article draws on earlier approaches to assessing depth, but focuses on one dimension: richness of semantic knowledge. We present results from a study in which three distinct item types were developed at three levels of depth: knowledge of common usage patterns, knowledge of broad topical…
Descriptors: Vocabulary, Test Items, Language Tests, Semantics