[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-449065-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-449065-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","cloze-tests-an-integrative-approach","Cloze Tests: An Integrative Approach","","Focuses on integrative approaches to language teaching and assessment, contrasting discrete-point testing with methods that evaluate learners’ language ability in real communicative contexts. The study addresses the validity tension in Iraqi English testing, where existing discrete-point tests inadequately measure discourse-level features such as text coherence and contextual constraints. Cloze tests are presented as an example of integrative tasks, discussing their construction, types, scoring, uses, and their role in evaluating Iraqi learners’ English achievement.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cloze-tests-an-integrative-approach/449065/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cloze-tests-an-integrative-approach/449065.png","ImageObject",300,407,{"name":42,"@type":43},"Logic","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-24","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the key difference between discrete-point and integrative language testing discussed in the study?","Question",{"text":62,"@type":63},"Discrete-point testing targets grammatical structures and vocabulary items in separate parts, while integrative testing evaluates language skills needed for real communicative use at the textual or discourse level.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the study argue that current tests used in Iraq create a validity tension?",{"text":67,"@type":63},"Because discrete-point tests do not adequately measure the purposes behind teaching English in Iraq, especially discourse features like coherence and contextual constraints.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the study propose cloze tests to function as integrative tasks?",{"text":71,"@type":63},"Cloze tests are treated as integrative tests that work at the textual level, enabling assessment beyond the sentential focus of many discrete-point items.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},449065,1792219172,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","Cloze Tests: An Integrative Approach  \nAbdul-Jabbar Ali Darwesh,(Ph. D.)  \nUniversity of Al-Mustansiriyah College of Basic Education,  \nCLOZE TESTS: an integrative approach  \nIntroduction  \nOne of the axioms of language testing is that the purpose of a test affects the nature of that test, i.e., if the evaluators are after the development of conscious knowledge of grammatical structures and vocabulary items, they have to use discrete-point approach to testing. But if they are after the development of the language skills the learners need when they use the target language in real transactional situations at home or overseas, then they have to adopt integrative approach to language testing.  \nObviously, the starting-point for language instruction is to equip its learners with the skills that enable them to use the target language interactively. Therefore the integrative approach to language teaching and learning should be adopted. Thus the problem of the present study stems from the fact that the discrete-point approach which is widely adopted in testing the language ability of Iraqi learners of English does not cater very well for the purposes behind teaching English in Iraq. As a result, there is a validity tension between the purposes behind teaching English in this country and what is actually ensured by the tests used for the evaluation of those purposes. To provide a solution for this tension, the present study is meant to suggest the use of some other evaluative techniques which are capable of measuring the aspects that are immeasurable by the discrete-point tests such as text coherence and contextual constraints. Such aspects cannot be measured at the sentential level which most of the discrete-point tests work at.  \nTo be specific and profound in the discussion of the topics presented in this study, the researcher is going to limit himself to the discussion of cloze tests as an example of integrative tests.  \nIn order to suggest or use any testing technique, it is quite necessary to have knowledge of all its characteristic features, the type of skills it measures and the  \nmerits and drawbacks of that technique. The merits and draw backs of cloze tests are discussed through the presentation of each type. Since the researcher tend to suggest the use of cloze tests in the evaluation of Iraqi learners’ achievement in English; therefore, the following points are going to be discussed:  \nI. Integrative Language testing.  \nII. Cloze tests:  \na. Construction of cloze tests  \nb. Cloze tests as integrative tasks  \nc. Types of cloze tests  \nd. Scoring the test  \ne. Uses of cloze tests  \nIII. Conclusions.  \nIV. Recommendations.  \nI. Integrative Language testing  \nThe emergence of the integrative approach to language teaching and testing is associated with two trends of contemporary linguistics. The first is called the language competence trend which is connected with various views of psycholinguistics. It is based on a belief in such a thing as overall language proficiency which is represented in the innate ability of people to generate infinite number of novel utterances through using a definite number of linguistic rules (Yule, 1985:87) and a feeling that the knowledge of language is more than just the sum of a set of discrete parts, ( Spolsky, 1975:24o).The second is the communicative trend which is connected with views of modern socio-linguistics. It is associated with the notion that Language learners should not only be able to produce forms that are grammatically correct but also they should be able to produce language suitable to a given social situation.  \nWhen the aims of language teaching shift toward the developing of learners’communicative competence, language testing should also aim at testing the use of language as a tool of purposeful and social communication. The evaluation o f such notions requires the use of language at the suprasentential or discourse level. This is particularly why the researcher is interested ","cbCaiewuEQOnIUIL","https://ap.wps.com/l/cbCaiewuEQOnIUIL","pdf",399426,12,"English","# Introduction\n## Integrative Language testing\n### Construct validity and content validity\n# Cloze tests\n## Construction of cloze tests\n## Cloze tests as integrative tasks\n## Types of cloze tests\n## Scoring the test\n## Uses of cloze tests\n# Conclusions\n# Recommendations","[{\"question\":\"What is the key difference between discrete-point and integrative language testing discussed in the study?\",\"answer\":\"Discrete-point testing targets grammatical structures and vocabulary items in separate parts, while integrative testing evaluates language skills needed for real communicative use at the textual or discourse level.\"},{\"question\":\"Why does the study argue that current tests used in Iraq create a validity tension?\",\"answer\":\"Because discrete-point tests do not adequately measure the purposes behind teaching English in Iraq, especially discourse features like coherence and contextual constraints.\"},{\"question\":\"How does the study propose cloze tests to function as integrative tasks?\",\"answer\":\"Cloze tests are treated as integrative tests that work at the textual level, enabling assessment beyond the sentential focus of many discrete-point items.\"}]","Cloze Tests: An Integrative Approach | PDF",1790729297]