A cloze-up on the C-Test: a study in the construct validation of authentic tests

Klein-Braley, Christine

doi:10.1177/026553228500200108

Cited by 72 publications

(50 citation statements)

References 23 publications

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“…In English as a foreign/second language, reading comprehension tests include a series of related items that are based on the same reading passage (Lee, 2004). These items can be posed after a passage as traditional comprehension questions multiple-choice, short-answer, cloze or c-test which are embedded in the passage itself (Klein-Braley, 1985). So, as Alderson (2000) argues, the selected text and test methods are so effective in testing reading comprehension.…”

Section: Testing Reading Comprehensionmentioning

confidence: 99%

“…Spolsky believes that the knowledge of language requires the ability to function even when there is reduced redundancy; that is "language learner presented with mutilated language" (p. 79) can use his/her acquired competence to restore either the original text or an acceptable text or restore the message in the noise tests (Klein-Braley, 1985). Cloze tests reduce natural linguistic redundancies and require the examinee to rely upon organizational constrains to fill the blanks and infer meaning (Mousavi, 1999).…”

Section: Writesmentioning

confidence: 99%

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C-test vs. Multiple-choice Cloze Test as Tests of Reading Comprehension in Iranian EFL Context: Learners' Perspective

Ajideh¹,

Mozaffarzadeh²

2012

ELT

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Cloze tests have been widely used for measuring reading comprehension since their introducing to the testing world by Taylor in 1953. But in 1982, Klein-Braley criticized cloze procedure mostly for their deletion and scoring problems. They introduced their newly developed testing procedure, C-test, which was an evolved form of cloze tests without their deficiencies (Klein-Braley, 1982 cited in Baghaei, 2008. After that, the effectiveness of C-test and cloze test became the main interest of the scientists in the field of language testing. The present study aims to compare the results of multiple-choice cloze test with those of C-test as measures of reading comprehension. To this end, one traditional C-test and one fixed ratio (n=7) multiple-choice cloze test were prepared from reading passages with similar readability level. The subjects of the study were 27 female EFL advanced learners. The results of the study revealed that multiple-choice cloze is a better measure of reading comprehension. Through a retrospective study which was done at the end of the tests, the students' impressions and opinions about tests and their own performance were recorded and taken into consideration. The implications of the findings and suggestions for more studies are discussed within a foreign language testing context.

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Section: Testing Reading Comprehensionmentioning

confidence: 99%

Section: Writesmentioning

confidence: 99%

C-test vs. Multiple-choice Cloze Test as Tests of Reading Comprehension in Iranian EFL Context: Learners' Perspective

Ajideh¹,

Mozaffarzadeh²

2012

ELT

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“…The C-test has been proposed by Klein-Braley and Raatz (C. Klein-Braley, 1985). The beneficial aspects the C-test, which is similar to the classic cloze test and is based on the principle of reduced redundancy testing, is that it has an easy to administer test format, is fast as it involves objective scoring, and is highly reliable (Eckes, 2006;Klein-Braley, 1985;.…”

Section: Research Questionmentioning

confidence: 99%

The Use of Verb Noun Collocations in Writing Stories among Iranian EFL Learners

Bazzaz¹,

Samad²

2011

ELT

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An important aspect of native speakers' communicative competence is collocational competence which involves knowing which words usually come together and which do not. This paper investigates the possible relationship between knowledge of collocations and the use of verb noun collocation in writing stories because collocational knowledge distinguishes native speakers and foreign language learners and is a significant factor in productive skills especially writing. This study examined the correlation between knowledge of verb noun collocations and their use in written essays. The participants in the study were 27 PhD Iranian students in a Malaysian university. A specially constructed C-test measured the subjects' collocational knowledge and the use of collocations was measured by the number of collocations used in essays written by the subjects. For this purpose, participants wrote six different stories in six weeks based on a writing task designed to illicit verb noun collations. The statistical results demonstrate that there exists a strong positive relationship between knowledge of collocations and the use of verb noun collocation in the writing stories.

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“…This indicates that C-test is easy to score as indicated by several researcher such as Connelly (1997), Dörnyei, and Katona (1992), and Klein-Braley (1985).…”

Section: International Journal Of Linguisticsmentioning

confidence: 70%

Adult L2 Learners Need a Reading Comprehension Test: Is it a C-Test or a Cloze Test?

Rabadi

2015

IJL

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Many language tests are used to measure language learners' abilities, two of these tests are the cloze test and the C-test. However, insufficient research has done on the usefulness of these tests as reading comprehension tests. Therefore, this study attempts to compare the efficiency of the cloze test with the efficiency of the C-test as reading comprehension tests. It will explore the main research question if there are any significant differences between the results of the testees on the cloze test and their results on the C-test as reading comprehension tests, in addition to their performance on both tests as advanced level and intermediate level learners. A C-test and a cloze test were administered to 80 international university students at Otto-von-Guericke University in Germany to answer these questions. The statistical analysis used in this study was the (t-test) to test the statistical significance of the differences between the two tests. Results revealed statistically significant differences between the scores of the testees in favour of their scores on the C-test. Furthermore, the results indicated that the cloze test correlated positively with the C-test. Contrary to the findings of previous research indicating that the cloze test is more efficient reading comprehension test than the C-test. It is suggested that this study can be expanded to wider population and to be used for testing the lexical knowledge of language learners.

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A cloze-up on the C-Test: a study in the construct validation of authentic tests

Cited by 72 publications

References 23 publications

C-test vs. Multiple-choice Cloze Test as Tests of Reading Comprehension in Iranian EFL Context: Learners' Perspective

C-test vs. Multiple-choice Cloze Test as Tests of Reading Comprehension in Iranian EFL Context: Learners' Perspective

The Use of Verb Noun Collocations in Writing Stories among Iranian EFL Learners

Adult L2 Learners Need a Reading Comprehension Test: Is it a C-Test or a Cloze Test?

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