Group Assignment Lecturer

Language Testing Harum Natasha, M.Pd

TEST FORMATS

Arranged by :
Martos Alfitri

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM
PEKANBARU
RIAU
 Cloze test
From Wikipedia, the free encyclopedia
A cloze test (also cloze deletion test) is an exercise, test, or assessment consisting
of a portion of text with certain words removed (cloze text), where the participant is
asked to replace the missing words. Cloze tests require the ability to understand context
and vocabulary in order to identify the correct words or type of words that belong in the
deleted passages of a text. This exercise is commonly administered for the assessment of
native and second language learning and instruction.
The word cloze is derived from closure in Gestalt theory. The exercise was first
described by W.L. Taylor in 1953

Task design
Words may be deleted from the text in question either mechanically (every nth
word) or selectively, depending on exactly what aspect it is intended to test for. The
methodology is the subject of an extensive academic literature [3]; nonetheless, teachers
commonly devise ad hoc tests.

Example
A language teacher may give the following passage to students:
“ Today, I went to the ________ and bought some milk and eggs. I knew it
was going to rain, but I forgot to take my ________, and ended up getting wet on the way
________. ”
Students would then be required to fill in the blanks with words that would best
complete the passage. Context in language and content terms is essential in most, if not
all, cloze tests. The first blank is preceded by "the"; therefore, a noun, an adjective or an
adverb must follow. However, a conjunction follows the blank; the sentence would not be
grammatically correct if anything other than a noun were in the blank. The words "milk
and eggs" are important for deciding which noun to put in the blank; "supermarket" is a
possible answer; depending on the student, however, the first blank could either be store,
supermarket, shop or market while umbrella or raincoat fit the second.

Assessment
The definition of success in a given cloze test varies, depending on the broader
goals behind the exercise. Assessment may depend on whether the exercise is objective
(i.e. students are given a list of words to use in a cloze) or subjective (i.e. students are to
fill in a cloze with words that would make a given sentence grammatically correct).
“ I saw a man lay his jacket on a puddle for a woman crossing the street. I
thought that was very ______. ”
Given the above passage, students' answers may then vary depending on their
vocabulary skills and their personal opinions. However, the placement of the blank at the
end of the sentence restricts the possible words that may complete the sentence;
following an adverb and finishing the sentence, the word is most likely an adjective.
Romantic, chivalrous or gallant may, for example, occupy the blank, as well as foolish or
cheesy. Using those answers, a teacher may ask students to reflect on the opinions drawn
from the given cloze
 Optimising the performance of search systems is an important goal for user
organisations and for vendors of search technology. Meaningful optimisation must be
based on unbiased sampling of the population of work submitted to the engine and on
accurate modelling of users and their tasks. For search system tuning, the results and
models must be encapsulated in a form which facilitates automated running with
thousands of di_erent parameter combinations. Inevitably, there are limitations on how
accurately user satisfaction can be modelled. C-TEST in its current form is not a
`solution' to these limitations, but rather a useful step forward, which we hope will
stimulate further developmnet. It increases the rigor and completeness of test_le
speci_cation, and provides richer capabilities for modelling average satisfaction. It does
this by explicitly representing di_erent query interpretations and importance levels, and
di_erent document utility levels, and by relaxing the assumption that relevance judgments
are independent. Unlike many set-based relevance approaches, it retains usability. We are
o_ering the C-TEST format for use by anyone for any purpose in the hope that it might
lead to more research on more meaningful batch evaluation, to further improvements in
test_le design, and, ultimately, to happier searchers.