1. Name : Mustaien
Nim : 8820316150058
Semester : 4 ( kelas kariawan)
What Is a Cloze Procedure?
The cloze procedure is a reading comprehension activity in which words are omitted from a
passage and students are required to fill in the blanks. This procedure is incredibly useful in
reading instruction because it can be easily done by any teacher and provides valuable reading
comprehension information.
Creating a Cloze Passage
There are several different methods used to create cloze passages. All of these methods entail
finding a passage that is at the target student's reading level and deleting words in a pattern.
The range for deleting words depends on reading ability and what kind of skills you wish to
assess. You can delete every five words up to every 10-20 words or more. If you wish to assess a
more specific skill, such as specific vocabulary words, you can select a passage and delete only
those vocabulary words.
Let's look at an example of a cloze passage by converting the information we just discussed into
text. Notice how just about every fifth word has been deleted.
There are several different (blank) used to create cloze (blank). All of these (blank) entail finding
a passage (blank) is at the target (blank) reading level and deleting (blank) in a
pattern. The (blank) for deleting words (blank) on reading ability and what (blank) of skills you
wish to (blank). You can delete every (blank) words up to every (blank) words or more. If (blank)
wish to assess a more (blank) skill, such as (blank) vocabulary words, you can (blank) a passage
and delete (blank) those vocabulary words.
Assessment Using Cloze
The cloze procedure is commonly used in reading assessment because it requires students to
use different reading comprehension skills to fill in the blank. For example, if a cloze procedure
was used to assess vocabulary, students would need to use their knowledge of the vocabulary
words as well as context clues in the passage to determine which word should be used to fill in
the blank.
2. Assessment using the cloze procedure is less concerned with fluent student reading and
more with targeting specific reading comprehension skills. Reading a cloze passage requires
students to look to either side of a blank to figure out which word needs to be used to fill in
the blank. This flexibility means that the cloze procedure can be used to assess a variety of
skills.
A Cloze Test(alsocalledthe "cloze deletiontest") isanexercise,test,orassessmentconsistingof a
portionof textwithcertainwordsremoved(cloze text),where the teacherasksthe participantto
restore the missingwords.Cloze testsrequire studentstounderstandcontextandvocabularyto
identifythe correctwordsthatbelonginthe deletedpassagesof atext.
EXAMPLE:
A language teachermaygive the followingpassage tostudents:
"Today,I wentto the ________ and boughtsome breadandpeanut butter.I knew itwasgoingto rain,
but I forgotto take my ________, and got weton the way."
The teacherinstructsthe studentstofill inthe blankswithwordsthattheythinkbestfitsthe
passage.Bothcontextinlanguage andcontenttermsare essential inmostcloze tests.The firstblank
isprecededby"the";therefore,anoun,anadjective oranadverbmust follow.However,a
conjunctionfollowsthe blank;the sentence wouldnotbe grammaticallycorrectif anythingother
than a nounwere inthe blank.The words"bread andpeanutbutter"are importantfordeciding
whichnounto put inthe blank;"supermarket"isapossible answer;dependingonthe student,
however,the firstblankcouldeitherbe store,supermarket,shopormarket,whileumbrellaor
raincoatfit the second.
The Development of the Cloze Test
Researchindicatesthatteachersatmany elementaryschoolsrequire theirstudentstoreadbooksand
materialsthattheyoftenstruggle toread.Thisconditionislargelybasedonthe gradedsystemwhich
assumesthatall childrenlearnall thingsatvirtuallythe same time.Itseemsimperative thatteachers
choose materialswhichmatchthe students'readingskills.
To accomplishthis,the firsttaskisto determine the appropriatenessof readingmaterialsforvarious
students.Tosome extent,the standardizedachievementtestsofferedatleastonce aschool year in
mostschool systems,provide suchinformation.However,the resultsof suchtestsdonotprovide a
reliable index of readingsuccess invariousmaterials.
The reasons for this are:
1) Achievementtestsare basedonlimitedsamples;theycannotpredictachievementaccuratelyin
specificmaterialswhichdrawonvariedconcepts,sentence patterns,etc.
3. 2) Achievementtestsare mostreliableinthe middlerangesof achievement.Theyoftenmisleadin
measuringthe achievementof those inthe lowerreadingranges.
Because standardizedtestscannotaccuratelydeterminethe suitabilityof givenreadingmaterials,many
readingauthoritiessuggest informal testsof the involvedmaterials.The besttestof readingskill relies
on the student'sabilityorinabilitytoreadthe givenmaterial.
Thus,if a sixthgrade teacherwishestofindoutwhichstudentscanreadand comprehendthe sixth
grade geographytext,the teachermust:
1. Directeach studenttoread a specifiedportionof the text.
2. Directthe studenttodemonstrate some degree of understanding.A studentcandothisbyanswering
questionsaboutthe selection.
Thismethodof testingmaterialsisgenerallycalled"informal readinginventorytesting."Inmost
instancesthe label isequatedwiththe taskof findingpupils'readinglevelsbyaskingthemtoreada
seriesof increasinglydifficultselections(followed bycomprehensionquestions).
Studentsinthe earlierstagesof readingdevelopmentreadthe variousmaterialsbothorallyand
silently,while higherlevel studentsreadsilentlybefore answeringthe questions.
Althoughpotentiallyvaluable,"informal readinginventorytesting"involvesmanyqualitative decisions
on the part of the teacher,suchas:
1) Oral Reading
Mute are oral readingerrors?
What are the maximumnumberof oral readingerrorsthat can be permitted?
How fluentshouldthe oral readingbe?
How do youdetermine fluency?
2) Silent Reading
What is a reasonable amountof time toreadthe givenselection?
3) Comprehension
What are the most importantelementsthatthe studentshouldrememberaboutthe selection?
To what extentare the questionsrelevanttothe mainelementsof the selection?
The qualityof judgmentsinthe above dependsuponverysophisticatedjudgments.Infact,the
judgmentscanbe so sophisticatedthatreadingexpertssuggestthatteachers maymake completely
inappropriate judgmentsif theyuse the prevailingerrormarkingsystems.
4. At thispointthe questionmanyteachersaskis,"If teacherscannotdependuponachievementtestsor
theirownobservationstodetermine the suitabilityof readingmaterialsfordifferentchildren,what,
thencan theyuse?'"
We have twoverydifferentways.Several diagnosticreadingtestauthorshave developedteststhatcan
more accuratelypredictthe properinstructional levelof texts,andothershave presenteddatato
indicate thattheirspecial instrumentswill predictmore accuratelythanachievementtests.
Anotherwayhas beenseeninthe "cloze technique"procedure asdevelopedbyJohnBormuth(1967).
In the "Cloze TestProcedure,"the teacherinstructsstudentstorestore omittedwords(usuallyevery
fifthword) ina readingpassage.Basedonreviewingstudents'restoredwordsfromthe textpassages,
the teachercan determine amore accurate level of comprehension.
Because the the Botel ReadabilityFormulaandSpache ReadabilityFormula(aswell asotherformulas)
sufferfromthe same limitationsasachievementtests,itappearsthattheirusefulnesstodeterminethe
appropriatenessof readingmaterial islimited.
The Cloze Testis different.Devoidof suchrestraintsandgearedtothe exactmaterial,the Cloze Test
Procedure addsmore value todetermine the readabilityof anyselectedtextforanystudent.
WilsonL.Taylor introducedthe term"cloze procedure"in1953 and thoroughlyresearchedthe valueof
closure tasksas predictorsof readingcomprehension.Basictothe procedure isthe ideaof closure
whereinthe readermustuse the surroundingcontexttorestore omittedwords.
Comprehensionof the total unitanditsavailable parts(includingthe emergingcloze write-ins) is
essential tothe task.
To use the Cloze Test Procedure to score material, follow this protocol: Administration
1. Omitevery5th word,replacingitwitha blankspace forthe studenttowrite inthe answer.
2. Instructstudentstowrite onlyone wordineach blankand to try to fill ineveryblank.
3. Guessingisencouraged.
4. Advise studentsthatyouwill notcountmisspellingsaserrors.
Scoring
1. In mostinstances,the exactword mustbe restored.
2. Misspellingsare countedascorrect whenthe response isdeemedcorrectinameaningsense.
Validatingthe effectivenessof the Cloze Testasa measure of readabilityandcomprehensionis
interestingbecause of:(1) the waysinwhichreadingcomprehensionisscored;and(2) the almost
universal findingof highcorrelationsbetweencloze andotherpredictioninstruments.
InitiallyTaylor(1953) comparedcloze score rankingsof passagesof varyingdifficultywithreadability
rankingsof the same passagesby twocommonreadabilityformulas,Dale-Chall andFleschformulas.
5. The passageswere similarlyrankorderedbyeachtechnique.The Cloze Testscoredthe readabilityof
verydifficulttextpassagesmore accuratelythanthe Dale-Chall andFleschformulas.
Modality Testing
The techniquesof meta-analysiswere usedtoarrive ata quantitative synthesisof findingsfrom39
studiessearchingforaptitude-treatmentinteractions.The primaryfindingsindicatedthatneither
modalityassessmentnormodalityinstructionwere efficacious.Whensubjectswereassessedto
ascertainmodalitypreferences,considerableoverlapwasfoundbetweengroupsexhibitingamodality
preference andthose notexhibitingsuchapreference.Modalitypreference groupswere notasclearly
differentiatedasassumed.Withrespecttoinstruction,nobenefitsaccruedtosubjectstaughtby
methodsmatchedtotheirmodalitypreferences.Whencomparedtocontrol subjectsreceivingno
special instruction,the subjectsinthe modalitypreference groupsreceivingdifferential instruction
exhibitedonlymodestgains.Insum,noempirical supportwasrenderedforthe modalitymodel.Itwas
concludedthat,althoughintuitivelyappealing,the modalitymodel shouldbe dismissedandeffortsbe
directedatenhancinggeneral instructionalmethodology.
Assessment Probes
Today's elementaryteachersare facedwithmanydifferenttypesof learnersintheirclassrooms.
Studentscome tothe science classroomwithawide range of out-of-school experiences,different
cultural and economicbackgrounds,languages,learningstyles,andcognitivelevelsthataffecthow
theyengage inand learnscience.Page Keeley,developerof the science formative assessmentprobes
for the "UncoveringStudentIdeas"series,triestoanticipate andaddressthe needsof all learnerswho
mightbe usingthe probes.However,eachclassroomisunique andteachersare encouragedtomodify
the probesto bestaddressthe diversityintheirownstudentpopulations.Thiscolumndescribessome
of the featuresof formative assessmentprobesdesignedtobroadlyaddressall studentsaswell as
waysteacherscan make furthermodificationstomeetthe diverseneedswithintheirownclassrooms.
