Laufer, Elder, Hill, and Congdon (2004) proposed the vocabulary strength framework reflecting the process of vocabulary knowledge development with a hierarchical order of four strength modalities: passive recognition, active recognition, passive recall, and active recall. Employing this framework, the present study aims to empirically examine its generalizability to EFL contexts and further explore its availability to validating the TEPS vocabulary section. Three sets of web-based tests for three proficiency groups (beginner (n=37), intermediate (n=31), and advanced (n=30)) are developed with words from three frequency bands (3000, 5000, and 7000). The test includes four sections representing four strength modes and an optional TEPS section for the two upper groups. A one-parameter Rasch model analysis reveals that item difficulties agree to the hierarchical sequence of difficulty order in the framework. Different vocabulary growth rates were found across modes and word bands. The TEPS item difficulties that are closer to recall than recognition may give a theoretical account of the measuring construct that the TEPS items tap upon.

I. Introduction
 II. Literature Review
  1. Principles of Lexical Knowledge in Language Assessment
  2. Relevant Issues to Be Considered in Vocabulary Assessment
  3. Rationales for Measuring Strengths of Vocabulary Knowledge
  4. Vocabulary Assessment in EFL Context
 III. Method
  1. Participants
  2. Test Design
  3. Test administration
  4. Scoring
  5. Data analysis
 IV. Results and Discussion
  1. Preliminary analysis
  2. Model Fit and Facet Measures
 V. Conclusion
 References
 Appendices

• Jung-Hee Byun(Seoul National University)