Item Types: Their Effect on the Sensitivity of Multiple-Choice Cloze Tests

Abby Deng-Huei Lee

English Language Teaching, 2018, vol. 11, issue 11, 98

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.

Date: 2018
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/0/0/37146/37299 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/0/37146 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:11:y:2018:i:11:p:98

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().