ERIC Number: ED257316
Record Type: RIE
Publication Date: 1981-Oct
Reference Count: 0
Cloze in the Classroom with Notes on Needed Research. Bilingual Education Paper Series, Vol. 5 No. 3.
The use of the cloze procedure by classroom teachers who are not extensively trained in testing in general or language testing in particular is discussed. Focal points are material selection for cloze; some technical aspects of construction and administration; insights about testing language students naive to cloze; reliability of cloze administered to small groups; and typical native speaker scoring patterns, which may suggest criterion ranges for nonnative speaker cloze score comparison. The information is drawn primarily from the work of graduate students who tested monolingual English speakers, Spanish/English bilinguals, and adult learners of English as a Second Language. General points and things to avoid in material selection for cloze are outlined for grades kindergarten through 6, high school grades, and adult classes. For the analysis of classroom cloze reliabilities, a chart indicates for each grade and section the number of items, the language, the administration mode, the number of subjects, the score type, and the reliability coefficients. Correlations of the cloze procedure with results of other achievement tests are also provided. Information on native speaker cloze scores is also given, including the frequency of word deletion, the language of the test, the test content, level of difficulty, number of items, score type, and mean scores in percentages. (SW)
Descriptors: Adult Education, Cloze Procedure, Elementary Secondary Education, English, English (Second Language), Language Teachers, Language Tests, Native Language Instruction, Native Speakers, Research Needs, Second Language Instruction, Test Construction, Test Reliability, Test Selection, Testing
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: California State Univ., Los Angeles. Evaluation, Dissemination and Assessment Center.
Note: Paper presented at the Annual Meeting of Teachers of English to Speakers of Other Languages (14th, San Francisco, CA, March 1980)