The dilemma about vocabulary power evaluation comes from the breadth of vocabulary power. However, to regard vocabulary power narrowly has no validity. Most of researchers emphasize on the combination of vocabulary power and general linguistic ability. Therefore, to obtain the objective and content validity of vocabulary education’s evaluation, it is necessary to consider vocabulary power as ‘rules (conditions) of language use’. It includes essentially ‘vocabulary meaning as sign system’ and ‘vocabulary meaning derived from situational contexts’. Also ‘vocabulary meaning derived from situational contexts’ includes ‘vocabulary meaning as sign system’. Like this, it has no reason to regard vocabulary power narrowly. Because broad conception of vocabulary power implies narrow conception of vocabulary power. After that, it needs to investigate the common ground and difference between vocabulary power and general linguistic ability. Until now, we knew that vocabulary power and general linguistic ability are incompatible. But, to regard certain items as vocabulary power or general linguistic ability is a matter of degrees. Extreme one side is to evaluate vocabulary power narrowly. The other side is to evaluate vocabulary power combining comprehension and expression. The middle side between two extreme sides is to evaluate contextual meaning of vocabulary. It is desirable to evaluate vocabulary power combining comprehension and expression.