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Thesis Title The Effectiveness of Cloze Tests in Assessing the Speaking/Writing Skills of University EFL Learners. Thesis Advisor Asst. Prof. Dr. Philip Durrant Committee Members Dr. William Snyder Columbia University Teachers College iv ABSTRACT Supervisor Asst. Prof. Dr. Philip Durrant This study investigated the effectiveness of cloze tests in assessing the speaking and writing skill levels of Manisa Celal Bayar University Preparatory School students. THE EFFECTIVENESS OF CLOZE TESTS IN...

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... Is our speaker today. Her name is Mary Ann Corley. She's a principal research analyst for the American Institutes for Research in Washington, DC, where she directs the Teaching Excellence and Adult Literacy or TEAL project, which addresses elements of instructional excellence with an emphasis on research-based writing. Mary Ann, who was CAL PRO director from 2001 to 2008, has worked in adult education and literacy for more than 40 years, holding positions as ABE, GED, ESL teacher, local adult education program administrator, Maryland State GED administrator, and director of the National Adult Literacy and Learning Disabilities Center. In 1988, the adult education program she supervised was named Outstanding Adult Education Program by the US Secretary of Education. She has authored numerous publications in adult education and is a frequent presenter at state and national conferences. Her main focus is translating research to practice and creating professional development materials for adult educators. And on that I'll turn it over to Mary Ann. I'm delighted to be here with you to talk about helping your students increase their writing fluency. To start with objectives, by the end of the session, I hope that you all will be able to describe some strategies that will grab your students' attention and increase their writing practice, and identify various writing frames-- We'll talk about those and how you use them-- and then perhaps a change, one change that you might in your own teaching to increase your students' writing practice. I want to start with what the research base is. There are three sort of--what do I want to say-- [INAUDIBLE, chief?] studies that inform our writing instruction. And they've all been done in the last few years. Writing Next-- they're all meta-analyses. And meta-analysis is a review a lot of different research to see what kind of recommendations come out off this collective research. This was a meta-analysis was done by Steve Graham and Dolores Erin, two researchers and professors in writing research. And this study produced 11 recommendations for effective instruction. And we'll talk about the ones that are most appropriate to today's session in the next slide. The other study is Writing to Read. This is one that talks about how getting students to write actually increases their reading abilities. It encourages deeper thinking. It helps students summarize and take notes. And that was done by Steve Graham and one of his graduate students, Michael Herbert. And in Informing Writing, also done by Steve Graham and Karen Harris and Michael Herbert, talks about how you use formative assessment to students feedback on their writing. The websites are listed here for all of them. You also can find the full text of these on the TEAL website. And that's TEAL, T-E-A-L, dot E-D dot G-O-V. So it's teal.ed.gov. OK, what comes out of these three major studies? From Writing Next, one of the things that we know we absolutely should do...

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Form effectiveness of cloze is a form used to assess the effectiveness of the cloze test in language learning.

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Language teachers and educators are required to file form effectiveness of cloze.

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Form effectiveness of cloze can be filled out by providing feedback on the effectiveness of the cloze test and suggestions for improvement.

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The purpose of form effectiveness of cloze is to evaluate the impact and efficiency of the cloze test in language learning.

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