Cloze Test
Cloze Test
Cloze Test
background knowledge.
Askes (2002) regards cloze procedure as one of the integrative tests
(global tests) that integrate language components into a total language event,
which requires an integrated performance from the learner in a meaningful
context. Thus for Steinman (2002), a cloze can replace the sections on test
structure, written expression, vocabulary, and reading comprehension not only in
English subject as well as different areas of learning.
The reason behind giving a Cloze test and obtaining a test score is
interpreting that score as an indicator of what a test taker knows or what he/she
can do with that knowledge. Furthermore, our interpretation of that test score
forms the basis for decision making. As such, when using a test score, we make
an implicit link between test performance and a domain of language knowledge
the test taker has or something the test taker can do with language in some
language use domain beyond the test itself. In other words, when we use test
scores, we are essentially reasoning from evidence, using the test score as the
evidence for inferences or interpretations and decisions we want to make. Yet,
we cannot simply draw on test score to make inferences and decisions without
efficient justification. If we want to use a test score for a particular purpose, we
must justify it through a rationale and supporting evidence. As Bachman (2005)
puts it, "We need to demonstrate, with logical argumentation and empirical
evidence, that the intended interpretations and uses are valid." Validity in testing
provide the original word deleted from the text while contextually acceptable
word method allows for the words that fit the gap either to be synonyms of the
deleted.
Statement of the Problem
This study aims to know the effectiveness of cloze test as integrative
learning assessment in reading comprehension:
1. What is the profile of the respondents of the study?
2. What is the level of perception of the following assessment-related
variables as perceive by the respondents:
2.1 Controllability;
2.2 Reliability and Validity; and
2.3 Usability
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Dependent Variable
Cloze-Test as an Effective
Integrative Learning
Assessment for Reading
Comprehension
Definition of Terms
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Chapter II
Review of Related Literature and Studies
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Ask participants to fill in each space with the word they think was
removed.
Participants who score 40-60%, will have some difficulty understanding the
original text. Its not a deal breaker, but it does mean that the audience may need
some additional help to understand your content. A score of less than 40%
means that the text will frustrate readers and should be rewritten.
It might sound farfetched, but give this method a try before you dismiss it.
In a government study on healthcare information readability, an expert panel
categorized health articles as either easy or difficult. We ran a Cloze test using
those articles with participantswho had low to average literacy skillsand
found that the results reflected the expert panels findings. The average score for
the easy version was 60, indicating the article was written at an appropriate
level for these readers. The average score for the difficult version was 39: too
hard for this audience.
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Today, I went to the ________ and bought some milk and eggs. I kn
Students would then be required to fill in the blanks with words that would
best complete the passage. Context in language and content terms is essential in
most, if not all, cloze tests. The first blank is preceded by "the"; therefore, a noun,
an adjective or an adverb must follow. However, a conjunction follows the blank;
the sentence would not be grammatically correct if anything other than a noun
were in the blank. The words "milk and eggs" are important for deciding which
noun to put in the blank; "supermarket" is a possible answer; depending on the
student,
however,
the
first
blank
could
either
be store, supermarket, shop or market while umbrella or raincoat fit the second.
The definition of success in a given cloze test varies, depending on the
broader goals behind the exercise. Assessment may depend on whether the
exercise is objective (i.e. students are given a list of words to use in a cloze) or
subjective (i.e. students are to fill in a cloze with words that would make a given
sentence grammatically correct).
I saw a man lay his jacket on a puddle for a woman crossing the str
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Related Studies
Foreign
The Cloze test is used primarily to determine a students level of reading
ability. A student is first tested for reading level; in this case the Slosson oral has
previously been administered. After a students reading level has been
determined, a reading selection is taken from a book of like grade level. As is
standard, every fifth word is removed and replaced by a blank space, in this
assignment there were 20 blanks in the selection. In this assignment, as was
suggested,
paragraph
of
text
preceded
the
actual
test
material.
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Chapter III
Research Methodology
This chapter describes how the study was conducted and the researcher
used in gathering the necessary data for the completion of the study. This
includes the research design, the population and sampling, sampling procedure,
data gathering procedure, research instrument and the statistical treatment of
data.
Research Design
This study used the experimental type of research in determining the
effectiveness of Cloze Test in measuring reading comprehension in tertiary level.
The possible solutions obtained through a questionnaire as well as interviews
and observation made by the researchers. This study used selected third year
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on
Crystal,
Constraints
in
Cloze
Test.
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