![]() ![]() The ACCE-V thus offers an alternative to existing vocabulary tests. We found that children’s age and English learning experience can significantly predict the scores of ACCE-V, but the effect of English learning experience is greater. ACCE-V scores were correlated with Peabody Picture Vocabulary Test scores, indicating concurrent validity. Item Response Theory (IRT) analyses show that the ACCE-V is sufficiently sensitive to capture different proficiency levels and that it has good psychometric properties. We evaluated the instrument’s reliability and validity in two field tests with a combined sample size of 1,092 children (181 children for the first field test and 911 children for the second field test, age range from 3.1 to 7.7, mean age: 5.2. The items are drawn from current teaching materials used in China, and the depictions of people and objects are culturally appropriate. We developed the Assessment of Chinese Children’s English Vocabulary test (ACCE-V) to address the need for a validated, culturally appropriate receptive vocabulary test, designed specifically for young Chinese learners. Yet when it comes to measuring proficiency, educators, and researchers rely on assessments that have been developed for L1 learners and/or for different cultural contexts, or on non-validated, individually designed tests. Millions of Chinese children learn English at increasingly younger ages. 3PACE Research Institute, Shenzhen, China.2Harvard Graduate School of Education, Cambridge, MA, United States. ![]() 1Division of Human Communication, Development & Hearing, School of Health Sciences, The University of Manchester, Manchester, United Kingdom. ![]()
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