Abstract
To evaluate the sensitivity of multiple-choice cloze (MCC) tests that use different types of items—syntactic, semantic, and connective—to assess reading ability, 170 English as a foreign language (EFL) students in a vocational college in Taiwan were recruited. The students were divided into two groups (level A and level B) based on their scores on 4 classroom reading comprehension tests. Both groups then took 9 MCC tests that included a total of 50 cloze questions. Connective items were most sensitive for assessing reading ability. Research results and pedagogical applications are discussed.
Highlights
The role of cloze tests as a measuring tool of overall reading ability has been controversial
I study the construct validity of multiple-choice cloze (MCC) test scores
The classification of types of cloze items stated above is used for conventional blank-filling cloze tests, but the present study focuses on MCC tests
Summary
The role of cloze tests as a measuring tool of overall reading ability has been controversial. One main reason for this, among others, is that when counting the scores of cloze test, we often ignore the discrepant traits of cloze items. I study the construct validity of multiple-choice cloze (MCC) test scores. I analyzed syntactic, semantic, and connective clues by comparing the MCC test scores of two different levels of students. Over the past six decades, the most commonly discussed problem with cloze is its sensitivity: Can cloze test long-range constraints and so be able to measure integrative language proficiency or reading comprehension, or does it just test a single component of language at a time?
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