The Cloze Test as an Integrative Measure of EFL Proficiency: A Substitute for Essays on College Entrance Examinations?  

Oleh:

Fotos, Sandra S.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 41 no. 3 (Sep. 1991), page 313-336.
Fulltext: 41_03_Fotos.pdf (1.13MB)

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Perpustakaan PKBB Nomor Panggil: 405/LLE/41 Non-tandon: tidak ada Tandon: 1

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Cloze tests have been the focus of considerable interest in recent years as easily constructed and scored measures of integrative proficiency. Although there has been debate as to whether all forms produced by the cloze procedure are equally reliable and valid, as well as controversy over what is actually measured, the balance of evidence favors a positive view of the cloze test as an effective testing instrument. These implications are especially significant in the EFL situation in which many English teachers are nonnative speakers who want to include an integrative measure of EFL proficiency within the English portion of their college entrance examinations. The study reported here presents the necessary steps in the development of a reliable and valid doze test and uses the form produced to measure EFL proficiency in two groups of Japanese college students, English majors and nonmajors. Cloze test performance is correlated with essay scores and TOEFL scores to determine whether the doze test can function as an alternative measure of integrative language ability. Issues regarding construct and predictive validity are addressed, and it is suggested that well-designed doze tests are capable of assessing language skills ranging from basic to advanced. Use of doze tests in their fixed-ratio deletion, exact-word scored format is recommended, with certain limiting considerations, as a substitute for essay tests on English proficiency examinations.

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