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ERIC Number: ED120666
Record Type: RIE
Publication Date: 1975
Pages: 104
Abstractor: N/A
Reference Count: N/A
A Comparison of Cloze and Multiple Choice Procedures for Measuring Reading Comprehension.
Farris, Linda Schoenbeck
The purpose of this study was to determine if two testing methods, multiple choice and cloze technique, differentially affected students' scores on reading comprehension tests. The tests were compared in their emphasis on cognition and production related abilities as defined by Guilford. Ninety-three Durham County sixth graders were given a battery of three types of tests: comprehension tests, including the "Metropolitan Achievement Test-Reading Test 2," the "Stanford Achievement Test-Reading Test 2," and a cloze test, "Passage A-1"; cognition tests, consisting of the "Otis Quick-Scoring, New Edition, Beta EM," and the "California Achievement Tests-Reading Test 1"; and production tests, including "Alternate Use Form A,""Expressional Fluency Form A," and "Associational Fluency Form A." Correlations between the measuring procedures and the Guilford abilities indicate that the methods of testing differentially affects students' scores and emphasizes different cognition-related abilities, but its influence on production-related abilities is unclear. Examiners are urged to use caution when comparing students' scores on multiple-choice and cloze tests of reading comprehension. (KS)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-9241, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of North Carolina at Chapel Hill