test technique in vocabulary assessment:

a) Labeling is where learners are typically asked to respond by writing down

what the word is for a given picture as illustrated below.
Example:

From Redman, S, Vocabulary in Use: Pre-intermediate & intermediate, p. 13, CUP. (2003)

b) Definitions, learners are asked to write the word that corresponds to the
given definition, as illustrated below.
Example:

A ____________ is a person who teaches in your class.

______________ is a loud noise that you hear after lighting, in a storm.

______________ is the first day of the week.

Definition provides a wider range of vocabulary to test, unlike the

labeling format which is restricted to concrete nouns. However, Hughes
(2003) pinpoints one issue in this kind of test in that not all words can be
uniquely defined. To address this limitation, dictionary definitions may
provide shortcuts and save our headaches in finding the best, clear-cut,
unambiguous definition.

c) Translation. There are many different ways in which vocabulary is

measured using translation. Learners can choose the correct translation in
an MCQ, or simply be asked to provide the translation for each word given
in a list as follows:

a. Teacher __________ Taxi driver __________

b. Student __________ Librarian __________
c. Actor __________ Shop keeper __________
d. President __________ Professor __________

d) Matching is Another common vocabulary test is where learners are

presented with two columns of information, and are asked to respond by
matching a word in one column to another one. Items on the left-hand
column are referred to as premises, and items on the other end are called
options.
Example

From Redman, S, Vocabulary in Use: Pre-intermediate & intermediate, p. 13, CUP.

(2003)

References

Ibadurrahman, I. (2012). Assessing Vocabulary. A paper assignment for

language testing and evaluation. International Islamic University
Malaysia.