CLOZE PROCEDUREOral Communication

What is Cloze Procedure?

Characteristics/Varieties of Cloze Procedure

Difference between Cloze Procedure and Fill in the Blanks

Illustration through an Example

Teachers Action/Student Action & Purpose of Cloze Procedure

Advantages/Disadvantages of Cloze Procedure

Conclusion/Overview

CONTENTSCLOZE

PROCEDURE

What is Cloze Procedure?CLOZE

PROCEDURE

• A technique in which words are deleted from a passage according to a word-count formula or various other criteria

• The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique

CLOZE TEST:

• It is the passage having blanks presented to the students to insert words

ARSLAN KHAN (03)

Characteristics of Cloze Procedure

CLOZE PROCEDURE

• Cloze test items consist of words that are deleted from a text after allowing a few sentences of introduction

• The deletion rate is mechanically set, usually between every 5th and 8th

• Candidates have to fill each gap by supplying the words they think has been deleted

ARSLAN KHAN (03)

Varieties of Cloze ProcedureCLOZE

PROCEDURE

• FIXED RATIO METHOD:

• Every word is indiscriminately deleted. n is its frequency that determines the number of deletions

• The interval deletion of cloze test is between 3rd-11th word• The most widely favored for deletion:5th,6th and 7th

• VARIABLE RATIO METHOD:

• Variable ratio method omits only certain kind of words which the constructer thinks of the importance for a certain purposes, such as nouns, verbs, adjectives , adverbs, preposition etc.

• Examples:

• The age of my daughter is three. (age)

• Hard work is key to success. (to)

• MODIFIED FIXED RATIO METHOD:

• Words are deleted on a regular counting basis but certain items are skipped. These items include name of persons, place, objects ,dates and months.

• Examples:

• _____ is a bad boy.

• I’m going to ______.WAQAR NAZIR (41)

Difference between Cloze Procedure and Fill in the Blanks

CLOZE PROCEDURE

• The appearance of cloze and completion type or simple blank filling test/fill-in the blank is similar, butt they are different.

• In Cloze Test,

• The deleted words are not deleted subjectively but systematically. Besides it is over substantial portions of connected discourse (dealing with contextually interrelated series of blanks, not isolated ones).

• In Fill in the blank test,

• The blanks are constructed over single isolated sentences

WAQAR NAZIR (41)

Scoring Method adopted for Cloze Procedure

CLOZE PROCEDURE

There are two methods of scoring the Cloze Procedure:

• The Exact Word Scoring Method:

• in which the completion is counted as correct as long as it is exactly the same as the original word being deleted from the text

• The Approximate Word Scoring Method:

• in which the correctness of an item is put on the basis of its suitability to the total surrounding of the text

WAQAR NAZIR (41)

Illustration through an Example

CLOZE PROCEDURE

Choose a familiar or meaningful piece of text/passage to work on a particular reading skill. The passage can be from a story, rhyme or song.

Consider this paragraph:

• Remembering Ma’s warning about the guards, Jessie pushed the door open slowly. When the crack between the door and the wall was wide enough, she peeked out. The door led to a long, dimly lit corridor. No one was in sight, so Jessie stepped out and shut the door. The floor of the corridor was smooth and shiny, with a pattern of alternating black and white squares. They glistened even in the dim light.

TAHA MUNIR (45)

Illustration through an Example

CLOZE PROCEDURE

Now, opt to remove the words from the paragraph using any of the mentioned methods. Here, we have make use of Fixed-Ratio Method. Every fifth word is ‘marked’ i.e. underlined to be removed.

Have a look on the paragraph now:

• Remembering Ma’s warning about the guards, Jessie pushed the door open slowly. When the crack between the door and the wall was wide enough, she peeked out. The door led to a long, dimly lit corridor. No one was in sight, so Jessie stepped out and shut the door. The floor of the corridor was smooth and shiny, with a pattern of alternating black and white squares. They glistened even in the dim light.

Note: There is no deletion in the first and the last line. This is to give bit knowledge of the passage to the students.

TAHA MUNIR (45)

Illustration through an Example

CLOZE PROCEDURE

The ‘marked’ words are now deleted from the passage. And the passage is presented to the students as a C-Test.

The paragraph looks like this now:

• Remembering Ma’s warning about the guards, _______ pushed the door open slowly. _______ the crack between the door _______ the wall was wide enough, _______ peeked out. The door led ____ a long, dimly lit corridor. _______ one was in sight, so _______ stepped out and shut the _______. The floor of the corridor _______ smooth and shiny, with a _______ of alternating black and white _______. They glistened even in the dim light.

The solutions of the students are then marked using the Scoring Methods mentioned in previous slides.

TAHA MUNIR (45)

WHAT DO TEACHERS DO!

WHAT DO STUDENTS DO!

Teacher introduces text. Teacher reads title and asks students what

they think is going to happen

Students make predictions about the text. This also helps to set

purposes for the shared reading. Students discuss their different

predictions

Teacher reads to the first deletion and asks students to suggest a

word that might come next

Students consider their predictions and use the extra context they

have picked up from the teacher’s oral reading to suggest a word

When students have predicted a word, the teacher asks, “Why did you choose that word?” Teacher

either confirms prediction or asks why it could not be right. Teacher

encourages discussion of alternatives

Students have to justify their choice of words, using not only information from the text and any illustrations, but also their own knowledge. They

predict and consider alternatives

Teacher reads to the next deletion, pauses, looks

expectantly at the students

Students continue as above

CLOZE PROCEDURE

NADIA TAHIR (47)

Justifying

ComparingDiscussing

Predicting

Cycle of Cloze ProcedureCLOZE

PROCEDURE

NADIA TAHIR (47)

Purpose of Cloze Procedure

Measure the entire knowledge which the learner have acquired

Measure some skills i.e. Writing and Reading Comprehension

Measure the knowledge of Grammar, Vocabulary and Socio

Cultural elements

Used for informal assessment and instructional strategy

Use to help students in understanding of

text/comprehension

CLOZE PROCEDURE

NADIA TAHIR (47)

Easy to Construct and ScoreRelates to various language competencesImproves student’s spelling abilityClaims as a valid measure for reading comprehension testLarge number of items can be taken on relatively short text

Cannot check 4 skills in LanguageCorrect Answer can be found in the surrounding of the textIn C-Test, Truncated words can make testees confusedTakes long time to check

ADVANTAGES

DISADVANTAGES

NADIA TAHIR (47)

CLOZE PROCEDURE

OVERVIEW