Affiliation:
1. The Johns Hopkins University
Abstract
The relative merits and potential of item transformations and the cloze procedure are evaluated. The two strategies for assessing reading comprehension were reviewed in terms of three criteria: (1) the extent to which literal comprehension skills are validly measured; (2) the extent to which the issue of passage dependency is addressed; (3) utility for classroom teachers, reading specialists, and evaluators of reading programs. The analysis revealed that the cloze procedure offers several distinct advantages over six sentence-derived transformations. They include the assessment of both semantic and syntactic relationships, dependency on contextual clues, and ease of development, administration, and scoring. Both item generation methods were applicable to only content domains that could be decomposed into passages and sentences. Unfortunately, this limitation encompasses many of the functional skills and minimum competencies that are in the process of being measured in 38 states.
Cited by
5 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献