Abstract:The usefulness of a cloze test is examined for assessing levels of language proficiency. The methodology involves a statistical analysis of levels of proficiency using the group-differences method of construct validity. Pienaar's cloze tests are used to assess the level of Grade 7 pupils, who represent a wide range of English proficiency. It is argued that although qualitative analysis is important, the role of statistical analysis is crucial in understanding the construct of language proficiency.
“…Freshmen were divided in three parallel class based on their student number instead of the result of their English language proficiency. The absence of the student's language proficiency scores could be (Gamaroff, 1998) and was then compensated by the cloze test administered individually in class by the lecturer in mid semester examination.…”
Section: Test Forms and Assignments In Composition Class At English D...mentioning
This retrospective study reports a quantitative analysis of two types of assignments and two test forms used to measure improvement of student’s writing skill in two composition classes at Universitas Andalas, West Sumatera, Indonesia. This project aims to identify the different roles of the two test forms used as well as the relationship and learning effects between the two test forms and weekly personal writing task or in-class group tasks. In this research, two EFL classes of Composition with two different groups of students in two successive academic years were observed. The classes’ activities, held through fourteen meetings for learning activities and two meetings for mid-term and end-of-term examinations, consisted of weekly assignments of composing paragraphs or short essays individually and collaboratively. The first composition class used an integrative test, i.e. cloze test, as the mid semester examination and a short essay test as the final semester examination. The second class used only essay test for both exams. The individual weekly writing task was assigned in both classes while the collaborative writing task was assigned only in the first class. The pearson r corelational analyses on scores of the assignments and the tests in both classes shows that the modified cloze test appeared to still correlately weakly with the essay test but, through t-test analyses, still significant in detecting the learning effect. Personal weekly writing assignments correlate strongly with essay test while the collaborative work appeared to have less significant learning effect on the student's writing competence.
“…Freshmen were divided in three parallel class based on their student number instead of the result of their English language proficiency. The absence of the student's language proficiency scores could be (Gamaroff, 1998) and was then compensated by the cloze test administered individually in class by the lecturer in mid semester examination.…”
Section: Test Forms and Assignments In Composition Class At English D...mentioning
This retrospective study reports a quantitative analysis of two types of assignments and two test forms used to measure improvement of student’s writing skill in two composition classes at Universitas Andalas, West Sumatera, Indonesia. This project aims to identify the different roles of the two test forms used as well as the relationship and learning effects between the two test forms and weekly personal writing task or in-class group tasks. In this research, two EFL classes of Composition with two different groups of students in two successive academic years were observed. The classes’ activities, held through fourteen meetings for learning activities and two meetings for mid-term and end-of-term examinations, consisted of weekly assignments of composing paragraphs or short essays individually and collaboratively. The first composition class used an integrative test, i.e. cloze test, as the mid semester examination and a short essay test as the final semester examination. The second class used only essay test for both exams. The individual weekly writing task was assigned in both classes while the collaborative writing task was assigned only in the first class. The pearson r corelational analyses on scores of the assignments and the tests in both classes shows that the modified cloze test appeared to still correlately weakly with the essay test but, through t-test analyses, still significant in detecting the learning effect. Personal weekly writing assignments correlate strongly with essay test while the collaborative work appeared to have less significant learning effect on the student's writing competence.
Section: το τεστ εντοπισµού των πρώιµων αναγνωστώνmentioning
confidence: 99%
“…(Βάµβουκας, 1992α, Gamaroff, 1998, Hughes, 1989. Ανάµεσα στα πλεονεκτήµατά της κατατάσσονται η ευκολία κατασκευής και χορήγησής της, η αντικειµενικότητα της αξιολόγησής της, σε σχέση µε άλλα τεστ που απαιτούν µακροσκελείς γραπτές απαντήσεις σε ερωτήσεις κατανόησης (Gamaroff, 1998, Yamashita, 2003, Helfeldt, Henk & Fotos, 1986, η ταξινόµηση των εξεταζόµενων µε εξαιρετικά συνεπή τρόπο και η εγκυρότητα και η αξιοπιστία της.…”
Section: κριτήριο αξιολόγησης της οπτικής µνήµηςunclassified
Κεφάλαιο 9: Η ΜΕΘΟ∆ΟΛΟΓΙΑ ΤΗΣ ΕΡΕΥΝΑΣ…………………….…………283 9.1. Μέθοδος………………………………………………………………….…….283 9.2. Πληθυσµός και δείγµα της έρευνας……………………………………………284 9.3. Τα όργανα συλλογής των δεδοµένων …………………………………………286 9.3.1. Το τεστ εντοπισµού των πρώιµων αναγνωστών………….…………...…287 9.3.2. Τα κριτήρια αξιολόγησης του επιπέδου ανάπτυξης των γνωστικών δεξιοτήτων………………………………………………………….……287 9.3.2.1. Τεστ αξιολόγησης του νοητικού επιπέδου…………………….……287 9.3.2.2. Κριτήριο αξιολόγησης της γλωσσικής ικανότητας…………….…...288 9.3.2.3. Κριτήρια αξιολόγησης των µη γλωσσικών γνωστικών δεξιοτήτων...289 9.3.2.3.1. Κριτήριο αξιολόγησης της ακουστικής αντίληψης………..…289 9.3.2.3.2. Κριτήριο αξιολόγησης της οπτικής αντίληψης …………..….290 9.3.2.3.3. Κριτήριο αξιολόγησης της ακουστικής µνήµης ………….…290 9.3.2.3.4. Κριτήριο αξιολόγησης της οπτικής µνήµης ……….…….…..291 9.3.3. Τα κριτήρια αξιολόγησης της σχολικής επίδοσης ………………….……292 9.3.3.1. Τα κριτήρια αξιολόγησης της αναγνωστικής δεξιότητας ……..292 9.3.3.2. Τα κριτήρια αξιολόγησης της ορθογραφικής δεξιότητας ……..296 9.3.3.3. Το κριτήριο αξιολόγησης της κατοχής λεξιλογίου ……………299 9.3.3.4. Τα κριτήρια αξιολόγησης της παραγωγής γραπτού λόγου ……299 9.3.3.5. Το κριτήριο αξιολόγησης των µεταγλωσσικών δεξιοτήτων .….301 9.3.3.6. Το ατοµικό φύλλο αξιολόγησης της σχολικής επίδοσης των υποκειµένων από τους δασκάλους ………………………........303 9.3.4. Βαθµολόγηση των κριτηρίων σχολικής επίδοσης ……………………….304 -8 -9.3.4.1. Βαθµολόγηση των κριτηρίων αξιολόγησης της αναγνωστικής δεξιότητας ….……………………………………………………..…..304 9.3.4.2. Βαθµολόγηση των κριτηρίων αξιολόγησης της ορθογραφικής δεξιότητας ……………………………………..……………………..305 9.3.4.3. Αξιολόγηση των δοκιµασιών παραγωγής γραπτού λόγου ….. …….…306 9.3.4.4. Βαθµολόγηση του κριτηρίου αξιολόγησης των µεταγλωσσικών δεξιοτήτων ……………………………………………………………311 9.4. Λειτουργικοί ορισµοί ………………………………………………………….312 9.5. Χρονοδιάγραµµα -Στάδια και διαδικασία διεξαγωγής της έρευνας ………….314 -12 -Πίνακας 9.4.: Άξονες και τοµείς αξιολόγησης των γραπτών παραγωγών …………………………….... Πίνακας 9.5.: Σύγκριση µέσων όρων της ηλικίας των δυο οµάδων, κατά τη διάρκεια των τριών χρόνων ……………...……………...……………...……………...…………..…………... Πίνακας 9.6.: Συνοπτική παρουσίαση των σταδίων διεξαγωγής της έρευνας ………………………….. Πίνακας 9.7.: Συντελεστές αξιοπιστίας και εγκυρότητας των δοκιµασιών αξιολόγησης της αναγνωστικής δεξιότητας ……………...……………...…………………...…………….. Πίνακας 9.8.: Συντελεστές αξιοπιστίας των κριτηρίων αξιολόγησης της ορθογραφικής δεξιότητας ….. Πίνακας 9.9.: Συντελεστές εγκυρότητας των κριτηρίων αξιολόγησης της ορθογραφικής δεξιότητας …. Πίνακας 9.10.: Συντελεστές συνάφειας ανάµεσα στα τρία µέρη του τεστ ορθογραφικής δεξιότητας της Β΄τάξης ……………...……………...……………...……………...……………...... Πίνακας 9.11.: Συντελεστές συνάφειας ανάµεσα στα τρία µέρη του τεστ ορθογραφικής δεξιότητας της Γ΄τάξης ……………...……………...……………...……………...…………….…... Πίνακας 9.12.: Συντελεστές συνάφειας ανάµεσα στα τρία µέρη του τεστ ορθογραφικής δεξιότητας της ∆΄τάξης ……………...……………...……………...……………...………………... Πίνακας 9.13.: Συντελεστέ...
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