cloze prosedure, Probes, Modaling Testing definition and example ..
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This document contains information about Eka Weny Widyaningsieh, a non-regular student in their fourth semester studying Language Testing. It also provides definitions and examples of cloze procedure and modalities testing, which are methods used to test language and learning styles. Cloze procedure involves omitting words from passages for students to fill in, while modalities testing identifies whether students learn best through visual, auditory, or tactile/kinesthetic means. The document examines theories behind different learning modalities and provides a chart to help determine a person's primary learning style.
cloze prosedure, Probes, Modaling Testing definition and example ..
- 1. Name : Eka Weny Widyaningsieh Class : Non Regular Semester : IV Subject : Language Testing A. CLOZE PROSEDURE 1. Definition Cloze Prosedure The cloze procedure is a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks. This procedure is incredibly useful in reading instruction because it can be easily done by any teacher and provides valuable reading comprehension information. 2. Example Cloze Prosedure 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 be store, supermarket, shop, shops, market, or grocerwhile umbrella, brolly or raincoat fit the second.
- 2. B. Definition of PROBE 1: a slender medical instrument used especially for exploration (as of a wound or body cavity) 2a : any of various testing devices or substances: such as (1) : a pointed metal tip for making electrical contact with a circuit element being checked (2) : a usually small object that is inserted into something so as to test conditions at a given point (3) :a device used to penetrate or send back information especially from outer space or a celestial body (4) : a device (such as an ultrasound generator) or a substance (such as radioactively labeled DNA) used to obtain specific information for diagnostic or experimental purposes b : a pipe on the receiving airplane thrust into the drogue of the delivering airplane in air refueling C. MODALITY TESTING 1. Theory Behind the Model Learning modalities are the sensory channels or pathways through which individuals give, receive, and store information. Perception, memory, and sensation comprise the concept of modality. The modalities or senses include visual, auditory, tactile/kinesthetic, smell, and taste. Researchers, including Reiff, Eisler, Barbe, and Stronck have concluded that in a classroom, the students would be approximately: § 25-30% visual § 25-30% auditory § 15% tactile/kinesthetic § 25-30% mixed modalities Therefore, only 30% of the students will remember most of what is said in a classroom lecture and another 30% will remember primarily what is seen.
- 3. Visual learners are those who learn by seeing. They need to see overheads, diagrams, and read text books, etc. to understand a concept. Auditory learners must hear what they are learning to really understand it. They enjoy listening, but cannot wait to have a chance to talk themselves. These students respond well to lecture and discussion. Tactile/kinesthetic learners need to feel and touch to learn...these learners also learn better if movement is involved. They may be those students who are not doing well in school. Instruction geared to the auditory learner can be a hindrance to these learns, causing them to fall behind. One key reason at-risk children have trouble with school is that they tend to be these types of learners. About one-third of students do not process auditorially and are educationally deaf. Students with a tactile strength learn with manipulatives such as games, the internet, and labs. An effective means to reach all learners is modality-based instruction; this consists of organizing around the different modalities to accommodate the needs of all learners. Most students learn with all their modalities, but some students may have unusual strengths and weaknesses in particular modalities. For example, students strong in the visual modality will be frustrated or confused with just verbal explanations. The following chart describes each modality and can help you determine your learning style; read the word in the left column and then answer the questions in the successive three columns to see how you respond to each situation. Your answers may fall into all three columns, but one column will likely contain the most answers. The dominant column indicates your primary learning style. MODALITES….How do you Learn? When you.. Visual Auditory Kinesthetic & Tactile Spell Do you try to see the word? Do you sound out the Do you write the word
- 4. word or use a phonetic approach? down to find if it feels right? Talk Do you sparingly but dislike listening for too long? Do you favor words such as see, picture, and imagine? Do you enjoy listening but are impatient to talk? Do you use words such as hear, tune, and think? Do you gesture and use expressive movements? Do you use words such as feel, touch, and hold? Concentrate Do you become distracted by untidiness or movement? Do you become distracted by sounds or noises? Do you become distracted by activity around you? Meet someone again Do you forget names but remember faces or remember where you met? Do you forget faces but remember names or remember what you talked about? Do you remember best what you did together? Contact people on business Do you prefer direct, face- to-face, personal meetings? Do you prefer the telephone? Do you talk with them while walking or participating in an activity? Read Do you like descriptive scenes or pause to imagine the actions? Do you enjoy dialog and conversation or hear the characters talk? Do you prefer action stories or are not a keen reader? Do something new at work Do you like to see demonstrations, diagrams, slides, or posters? Do you prefer verbal instructions or talking about it with someone else? Do you prefer to jump right in and try it? Put something together Do you like at the directions and the picture? Do you ignore the directions and figure it out as you go along? Need help with Do you seek out pictures or Do you call the help Do you keep trying to
- 5. a computer application diagrams? desk, ask a neighbor, or growl at the computer? do it or try it on another computer? Adapted from Colin Rose(1987). Accelerated Learning.