Dokushokagk_22_10.pdf 904 KB
An evaluation of the cloze procedure in assessing the linguistic competence of Japanese children.
Use of the cloze procedure for assessing the linguistic competence of Japanese students, from the third grade through the sixth grade, was evaluated. The exact-word and clozentropy scoring methods were compared; reliability and validity coefficients were obtained; the significance of grade-level differences was tested; and cloze item discrimination indices were computed at each of the grade levels.
The correlations of the exact-word and clozentropy scoring methods for the grade level groups were above .95. The split-half and K-R 21 reliabilities, r≥.56, were generally satisfactory. Using a Japanese language achievement test as the criterion, the validities of the cloze scores, r≥ .66, were also satisfactory. Significant mean differences, p<.01, were obtained for the distributions of cloze scores between the third- and fourth-grade and between the fifth- and sixth-grade groups; the difference between the fourth- and fifth-grade groups approached significance. Among the 51 items in the test, indices above +.30 were obtained for 26 at the third grade level, 27 at the fourth grade level, 20 at the fifth grade level, and 19 at the sixth grade level.
The applicability of the cloze procedure to the Japanese language, for the assessment of language and reading proficiencies of elementary school children has been demonstrated in this study. The use of the cloze procedure as a classroom technique is also discussed.
|date of issued||
Graduate School of Integrated Arts and Sciences