Abstract

To evaluate the sensitivity of multiple-choice cloze (MCC) tests that use different types of items—syntactic, semantic, and connective—to assess reading ability, 170 English as a foreign language (EFL) students in a vocational college in Taiwan were recruited. The students were divided into two groups (level A and level B) based on their scores on 4 classroom reading comprehension tests. Both groups then took 9 MCC tests that included a total of 50 cloze questions. Connective items were most sensitive for assessing reading ability. Research results and pedagogical applications are discussed.

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