Based on assessment evidence, what can be concluded about a student's academic vocabulary development?

The conclusion that the student uses a range of strategies for unfamiliar words indicates a deeper level of engagement with their academic vocabulary development. This choice reflects the ability to actively process and incorporate new language into their understanding. Utilizing various strategies suggests that the student is not only trying to memorize definitions but is also integrating vocabulary through contextual understanding, word analysis, and possibly using mnemonic devices or context clues.

This approach to learning vocabulary shows adaptability and a willingness to explore language beyond surface-level memorization. It signifies that the student is likely to retain and apply vocabulary more effectively in different contexts, fostering a more robust and functional understanding of academic language.

In contrast, merely memorizing definitions might suggest a more passive approach to vocabulary learning, while not asking questions about new vocabulary reflects a lack of curiosity and engagement. Relying heavily on visual aids could indicate a dependence on external support rather than an active, strategic approach to understanding vocabulary. Hence, the correct answer highlights the importance of variety in learning strategies for vocabulary acquisition.