Group Assignment

Group Assignment Language Testing

Lecturer Harum Natasha, M.Pd

TEST FORMATS

Arranged by : Martos Alfitri

ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM PEKANBARU RIAU

Cloze test From Wikipedia, the free encyclopedia A cloze test (also cloze deletion test) is an exercise, test, or assessment consisting of a portion of text with certain words removed (cloze text), where the participant is asked to replace the missing words. Cloze tests require the ability to understand context and vocabulary in order to identify the correct words or type of words that belong in the deleted passages of a text. This exercise is commonly administered for the assessment of native and second language learning and instruction. The word cloze is derived from closure in Gestalt theory. The exercise was first described by W.L. Taylor in 1953 Task design Words may be deleted from the text in question either mechanically (every nth word) or selectively, depending on exactly what aspect it is intended to test for. The methodology is the subject of an extensive academic literature [3]; nonetheless, teachers commonly devise ad hoc tests. Example A language teacher may give the following passage to students: “ Today, I went to the ________ and bought some milk and eggs. I knew it was going to rain, but I forgot to take my ________, and ended up getting wet on the way ________. ” Students would then be required to fill in the blanks with words that would best complete the passage. Context in language and content terms is essential in most, if not all, cloze tests. The first blank is preceded by "the"; therefore, a noun, an adjective or an adverb must follow. However, a conjunction follows the blank; the sentence would not be grammatically correct if anything other than a noun were in the blank. The words "milk and eggs" are important for deciding which noun to put in the blank; "supermarket" is a possible answer; depending on the student, however, the first blank could either be store, supermarket, shop or market while umbrella or raincoat fit the second. Assessment The definition of success in a given cloze test varies, depending on the broader goals behind the exercise. Assessment may depend on whether the exercise is objective (i.e. students are given a list of words to use in a cloze) or subjective (i.e. students are to fill in a cloze with words that would make a given sentence grammatically correct). “ I saw a man lay his jacket on a puddle for a woman crossing the street. I thought that was very ______. ” Given the above passage, students' answers may then vary depending on their vocabulary skills and their personal opinions. However, the placement of the blank at the end of the sentence restricts the possible words that may complete the sentence; following an adverb and finishing the sentence, the word is most likely an adjective. Romantic, chivalrous or gallant may, for example, occupy the blank, as well as foolish or cheesy. Using those answers, a teacher may ask students to reflect on the opinions drawn from the given cloze

Optimising the performance of search systems is an important goal for user organisations and for vendors of search technology. Meaningful optimisation must be based on unbiased sampling of the population of work submitted to the engine and on accurate modelling of users and their tasks. For search system tuning, the results and models must be encapsulated in a form which facilitates automated running with thousands of di_erent parameter combinations. Inevitably, there are limitations on how accurately user satisfaction can be modelled. C-TEST in its current form is not a `solution' to these limitations, but rather a useful step forward, which we hope will stimulate further developmnet. It increases the rigor and completeness of test_le speci_cation, and provides richer capabilities for modelling average satisfaction. It does this by explicitly representing di_erent query interpretations and importance levels, and di_erent document utility levels, and by relaxing the assumption that relevance judgments are independent. Unlike many set-based relevance approaches, it retains usability. We are o_ering the C-TEST format for use by anyone for any purpose in the hope that it might lead to more research on more meaningful batch evaluation, to further improvements in test_le design, and, ultimately, to happier searchers.