Abstract
We introduce a new Dutch receptive vocabulary test, the Dutch auditory & image vocabulary test (DAIVT). The test is multiple choice and assesses vocabulary knowledge for spoken words. The measure has an online (available at https://tpsurvey.ugent.be/limesurvey315/index.php/923234?lang=nl) format, has free access, and allows easy data collection. The test was developed with the intent to enable testing for research purposes with university students. This paper describes the test construction. We cover three phases: 1) collecting stimulus materials and developing the test’s first version, 2) an exploratory item-analysis on the first draft (n = 93), and 3) validating the test (both the second and the final version) by comparing it to two existing tests (n = 270, n = 157). The results indicate that the test is reliable and correlates well with existing Dutch receptive vocabulary tests (convergent validity). The final version of the DAIVT comprises 90 test items and 1 practice item. It can be used freely for research purposes.
Highlights
Estimating individual differences in vocabulary knowledge is a key element in psychological research
It is tempting to search for the “best” format, from the perspective of test theory a much better approach is to make a distinction between manifest variables and latent variables
As vocabulary size is known to increase with age (Keuleers, Stevens, Mandera, & Brysbaert, 2015; Schlichting, 2005), this is a first finding pointing to the validity of the test
Summary
Estimating individual differences in vocabulary knowledge is a key element in psychological research. The best way to assess latent variables is to use the so-called multitrait-multimethod approach (Campbell & Fiske, 1959). Tests measure latent variables but are affected by test-specific factors Three of these factors are range effects, stimulus features, and experimenter bias. Related to vocabulary testing, a vocabulary test developed for the general population may not work well for university students, if all students know the words (e.g., Brysbaert, Sui, Dirix, & Hintz, 2020). We focus on Dutch tests for receptive knowledge to be used with university students Such tests are important as much psychological research is based on a convenience sample of university students
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