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Context-Independence of Items Designed to Measure the Ability to Derive the Meanings of Words from their Context

California State University, Los Angeles

Items designed to measure the ability to derive the meanings of words from context (vocabulary-in-context items) were drawn from seven published reading tests. The items were administered to junior-and senior-high school students without the context. The percentage of students who marked the individual items correctly varied from zero to 91. In response to the average item 14% more students marked it correctly than would be expected to do so on the basis of random guessing alone. Only one published test had vocabulary-in-context items that were consistently context-dependent.

Educational and Psychological Measurement, Vol. 36, No. 4, 919-924 (1976)
DOI: 10.1177/001316447603600415


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