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CLOZE MEASURES AS INDICES OF ACHIEVEMENT COMPREHENSION WHEN LEARNING FROM EXTENDED PROSE
Author(s) -
ANDERSON THOMAS H.
Publication year - 1974
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1974.tb00976.x
Subject(s) - cloze test , psychology , statistic , test (biology) , forgetting , reproduction , comprehension , session (web analytics) , achievement test , reading comprehension , mathematics education , statistics , mathematics , standardized test , linguistics , cognitive psychology , computer science , reading (process) , biology , paleontology , ecology , philosophy , world wide web
The hypothesis that cloze measures are a function of content achievement among adult learners and, consequently, should be sensitive to instructional treatments was tested in two experimental studies. College juniors and seniors took tests immediately before (pre), immediately after (post) and four weeks after (delay) studying a prose passage. The types of tests administered in each session were: (I) a 20‐item multiple‐choice test, (2) a reproduction passage cloze test, (3) a recognition passage cloze test, (4) a reproduction summary cloze test, and (5) a recognition summary cloze test. All tests show significant differences between pre‐ and posteonditions, and between recognition and reproduction modes. The reproduction summary cloze test was found to be the most sensitive to the instructional treatment, as indicated by an oJ 2 statistic on pre‐post measures. The summary cloze tests were resistant to forgetting while the cloze passage and multiple‐choice tests show significant decreases in performance over the four week delay interval.