THE CLOZE TEST AS A MEASURE OF ACHIEVEMENT By David .
THE CLOZE TEST AS A MEASURE OF ACHIEVEMENTIN EDUCATIONAL MEASUREMENTbyD avid Richard M cL eanA T h e s is Subm itted to th e F a c u lty of th eDEPARTMENT OF EDUCATIONAL PSYCHOLOGYIn P artia l F u lfillm en t of the R equirem entsFor the D eg ree ofMASTER OF ARTSIn the G rad u ate C o lleg eTHE UNIVERSITY OF ARIZONA19 7 3
STATEMENT BY AUTHORThis t h e s i s h as b e e n su b m itted in p a r tia l fu lfillm e n t of r e q u ire m e n ts for an a d v a n c e d d e g re e at The U n iv e r s ity of A rizona and isd e p o s ite d in the U n iv e r s ity Library to be made a v a ila b le to borrow ersunder ru le s of the L ib rary.Brief q u o ta tio n s from th is t h e s e s are a llo w a b le w ith ou t s p e c i a lp e r m is s io n , prov id ed t h a t a c c u r a te ack n o w led g m en t of so u rc e is m a d e „R eq u e sts for p e r m is s io n for e x te n d e d q u o ta tio n from or re p ro d u c tio n ofth is m a n u sc rip t in whole or in p art may be g ran ted by the h ead of th em ajor d e p a rtm e n t or the D ean of the G rad u ate C o lle g e w hen in his j u d g ment the p ro p o se d u s e of the m a te ria l is in the i n t e r e s t s of s c h o la r s h ip . In a ll o th er i n s t a n c e s , h o w e v e r, p e rm is sio n m u st be o b ta in e dfrom th e au th o r.SIGNED:APPROVAL BY THESIS DIRECTOR-This t h e s i s h as b een approved on the d a te show n b elow :kflA/iety/.,DARRELL L. SABERSA s s o c ia te P ro fe s so r of P sy c h o lo g yO fM A ll7i nD a te /
ACKNOWLEDGMENTSThe a u th o r w is h e s to a ck n o w led g e fu ll c o o p e r a tio n anda s s i s t a n c e of D r. D a rre ll S a b e r s , who not only gave m uch of his tim e ,but a ls o h e lp e d in the d e v e lo p m e n t of th e d e s ig n and a n a l y s i s of thed ata.Also g ra te fu lly ack n o w led g ed are D r. W ilb u r S. A m es, who g av emany h elp fu l s u g g e s t io n s in the d e s ig n and s c o rin g of th e c lo z e t e s tand D r. W illia m L. L ogan, who a s s i s t e d in the fin a l w ritin g of th isthesis:.
TABLE OF CONTENTSPageLIST OF TABLESvABSTRACT.I . INTRODUCTION.1D e fin itio n and Previous U s e of C lo z e . . . . . . . . . . . .Problem . . . . . . . . . . . . . . . . . . . . „ . . . . . . .I I. RELATED LITERATUREvi13. . . . . . . . . . . . . . . . . . . . . .5. . . . . . . . . . . . . . . . . . . . . . . . . . . .8Type of C lo z e T e s t U s e dS e le c tio n of th e C lo z e P a s s a g e s . . . . . . . . . . . . . . .D e le tio n Procedure and Scoring. . . . . . . . . . . . . . . .91011I II . METHODIV. RESULTS.13V. DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . .V alidity . . . . . . . . . . . . . . . . . . . . . . . . . . i, . .R e lia b ility . . . . . . . . . . . . . . . . . . . . . . . . . .S u g g e s tio n s for F urther Study . . . . . . . . . . . . . . . .VI. CONCLUSION16161820. . . . . . . . . . . . . . . . . . . . . . . . . .22APPENDIX A: CLOZE TEST . . . . . . . . . . . . . . . . . . . .23REFERENCES CITED30. . . . . . . . . . . . . . . . . . . . . . .iv
LIST OF TABLESTable1. PageC o rre la tio n s Among All T e s t s — KR-20 R e lia b ilitie s onD ia g o n a l, and Number of S u b je c ts Below th e D ia g o n a l . „142.C o rre la tio n s Among All T e s ts C o rre c te d for A tten u atio n . .143„C o rre la tio n s Among All S u b te s ts of the C lo z e --K R -2 0R e lia b ilitie s on D ia g o n a l, Num ber of S u b je c ts 5 1 .19v„
ABSTRACTIn the p a s t th e c lo z e t e s t h a s b e e n u s e d only to m easu rere a d in g c o m p re h e n sio n and r e a d a b i l ity .This stud y i n v e s t i g a t e d thec lo z e as a m e a su re of c o u r s e - o r i e n t e d a c h ie v e m e n t.The s u b je c ts forth is s tu d y w ere from two. e d u c a tio n a l m e asu rem en t c l a s s e s and the c lo z ep a s s a g e s were s e l e c t e d at random from a te x t s im ila r to th a t being u s e dby the c l a s s e s .S ig n ific a n t p o s itiv e c o rre la tio n s were o b ta in e d b e tw e e nin s tr u c to r- m a d e a c h ie v e m e n t t e s t s and the c lo z e t e s t .The Kuder-R ich ard son r e l ia b il i t y of th e c lo z e t e s t w as com p arab le to th o seo b ta in e d w ith in s tr u c to r- m a d e t e s t s .vi
CHAPTER IINTRODUCTION D e fin itio n and Previous U se of C lo z eThe word c lo z e com es from the G e s ta l t law of c lo s u r e w h ichs t a t e s . t h a t c lo s e d a re a s more re a d ily form u n i t s .H ill (197.1, p . 100)n o te s th a t n o n g e s ta lt p s y c h o lo g is ts u s e th e term '“c l o s u r e " to refer tothe " s e n s e of com p letion " o b ta in e d w hen a t a s k is f in i s h e d .W ils o n L. T aylor w as among the f ir s t to i n v e s t i g a t e the c lo z ep ro c e d u re .His d e f in itio n of c lo z e (Taylor, 1953, p . 416) h a s beena c c e p te d by m ost r e s e a r c h e r s w orking w ith th is p ro ced u re:C lg z e is"a m ethod of in te rc e p tin g a m e s s a g e from a 'tr a n s m itte r ' (w riter ors p e a k e r ) , m u tila tin g its lan g u ag e p a tte r n s by d e le tin g p a r t s , and soad m in iste rin g it to 'r e c e i v e r s ' (readers and l is te n e r s ) t h a t th e ir attem p tsto m ake the p a tte rn s w hole a g a in p o te n tia lly y ie ld a c o n s id e r a b le num berof c lo z e u n i t s . "I n .i t s m ost common form , a c lo z e p a s s a g e c o n s i s t s of as e t of p a ra g ra p h s w ith e v ery fifth word d e l e t e d .The s u b j e c t ’s ta s k i s tofill in the e x a c t d e le te d words by u s e of c o n te x t c u e s .R e s e a rc h on the c lo z e te c h n iq u e h a s b een p rim arily c o n c e rn e dw ith the m e a su re m e n t of c o m p re h e n s io n .R e s e a rc h e rs u s in g th e c lo z e inthe fie ld of read in g h av e d e s c rib e d co m p re h e n sio n as t h a t w h ich is1
m e a s u re d by s ta n d a r d iz e d read in g t e s t s .Bormuth (1968, p . 50) s a y s :S ta te d l e s s o p e r a t i o n a l ly ," C o m p re h e n sio n a b ility is th o u g h t to be as e t of g e n e r a liz e d k n o w le d g e - a c q u is itio n s k il l s w h ich perm it p eo p le toac q u ire and e x h ib it inform ation g a in e d as a c o n s e q u e n c e of re a d in gprin ted l a n g u a g e ."B e c a u se a co m p re h e n sio n and a c h ie v e m e n t t e s t mayc o n ta in the sam e it e m s , the m ost im portant d is t i n c t i o n is sc o re in te r p r e ta t i o n .The s c o re on an a c h ie v e m e n t t e s t is in te rp re te d a s the amount ofkno w led ge a p a r tic u la r s tu d e n t h a s b e e n ab le to ac q u ire from read in g ap a s s a g e . A co m p re h e n sio n t e s t s c o re r e p r e s e n t s the a b il i t y of a s tu d e n tto a c q u ire know ledg e from w ritten la n g u a g e of the ty pe r e p r e s e n te d byth a t p a s s a g e .Another w ay of looking at the r e la tio n s h ip of the c lo z e t e s t toco m p reh en sio n and a c h ie v e m e n t is to v iew t e s t s as forming a c o n tin u u m .A n a s ta s i (1972, p . 392) m akes th e fo llo w ing s ta te m e n t co n c e rn in gs p e c i f i c i t y of t e s t s :"E x istin g t e s t s of d e v e lo p e d a b i l i t i e s may be o rd eredalo n g a continuum in term s of s p e c i f i c i t y of e x p e r ie n tia l b ack gro un d th e yp r e s u p p o s e . " The follow ing l i s t , o rd ered from s p e c i f ic to g e n e ra la c h ie v e m e n t, e x e m p lifie s th is continuum :1.C o u r s e - o r ie n te d a c h ie v e m e n t t e s t s2.B ro a d ly -o rie n te d a c h ie v e m e n t t e s t s3.V e rb a l-ty p e in te llig e n c e and a p titu d e t e s t s4.N o n -la n g u a g e and perform ance t e s t s5." C u ltu r e - f a ir " t e s t s
D is tin g u is h in g b e tw e e n a p titu d e and a c h ie v e m e n t t e s t s ,A n a s ta s i s t a t e s th a t a c h ie v e m e n t t e s t s m e a s u re e f fe c ts of le a rn in g un dermore c o n tro lle d and known c o n d itio n s th a n do a p titu d e t e s t s .S ince th isis s im ila r to Borm uth's d i s t i n c t i o n b e tw e e n co m p reh en sio n and a c h i e v e m en t, it is e v id e n t th a t c o m p re h e n sio n and ap titu d e are h ig h ly r e l a t e d .T h e refo re , if c o m p re h e n sio n is roughly e q u iv a le n t to v e r b a l - t y p ei n te llig e n c e t e s t s , th e n the c lo z e t e s t , as tra d itio n a lly u s e d , would f a lla t roughly the sam e p la c e on A n a s t a s i 's co n tin u u m .ProblemT ay lo r (1957, p . 25), a fte r in v e s tig a tin g the u s e of a c lo z e t e s ta s a m easu re of c o m p re h e n s io n , c o n c lu d e d :“Although c lo z e and co m pre h e n s io n t e s t s were g e n e r a lly s im ila r in th e k ind s of r e s u l t s th e y y i e l d e d ,th e two kin ds of t e s t s were v ery d iffe re n t in th e c o s t , e f fo r t, and timereq u ired for c o n s tr u c t io n .c ed u re in g e n e r a l . . . "The a d v a n ta g e s seem to lie w ith c lo z e pro B ec au se the m ethod of d e v e lo p m e n t of ana c h ie v e m e n t c lo z e t e s t is roughly the sam e as th a t for a c o m p reh en sio nc lo z e t e s t , th e a d v a n ta g e s of the former sh o u ld be the sam e in term s ofc o s t , effort and tim e req u ired for c o n s tr u c t i o n .Although the c lo z e te c h n iq u e h as b e e n u s e d to m e a su re com p r e h e n s io n , it h a s not b e e n u s e d to m e a s u re c o u r s e - o r i e n te d a c h i e v e m en t.T herefore e v id e n c e for the v a lid ity of the c lo z e a s a m easu re ofc o u r s e - o r i e n t e d a c h ie v e m e n t is n e e d e d .If the c lo z e t e s t is in d e e d a
4v a lid m e a su re of c o u r s e - o r ie n t e d a c h i e v e m e n t , th en the fo llow ingh y p o th e s e s s h o u ld be true:1.The c o r re la tio n s b e tw e e n in s tr u c to r- m a d e a c h ie v e m e n tt e s t s and th e c lo z e t e s t are s ig n if ic a n tly g r e a te r th a n z e ro .2.The in te r c o rr e la tio n s among th e c lo z e and in s tr u c to r- m a d et e s t s are c o m p a r a b le .3.The K uder-R ich ard son r e l ia b il i t y of the c lo z e t e s t iss ig n if i c a n tl y g re a te r th an z e r o .4.The K ud er-R ich ardson r e lia b ility of the c lo z e t e s t isco m p arable to th o s e o b ta in e d from in s tr u c to r- m a d e a c h ie v e ment t e s t s . C o rre la tio n s c o rre c te d for a tte n u a tio n are o fte n p referred forcom paring v a l i d i t i e s of t e s t s (N u nn ally , 1967, p . 204).T h e refo re , w iththe in form ation o b ta in e d from the in te rc o rr e la tio n and r e l ia b il it y a n a l y s i s ,the c o rre c tio n for a tte n u a tio n w ill be a p p l ie d .A ssum ing th a t th e r e l i a b i l -i t i e s o b ta in e d are good e s tim a t e s of th e true r e l i a b i l i t i e s , th e c o rre c tio nfor a tte n u a tio n is an e s tim a te of th e c o r re la tio n s th a t w ould be o b ta in e dif the t e s t s w ere p e r fe c tly r e l i a b l e .
CHAPTER IIRELATED LITERATUREAlthough T a y lo r's (1956, 1957) e x p erim en t m o st c lo s e lyap p ro x im a te s the u s e of a c lo z e t e s t to m easu re a c h ie v e m e n t, none ofth e s tu d ie s thu s far h av e u s e d the c lo z e to d ire c tly m e a s u re c o u r s e o rie n te d a c h ie v e m e n t.C h a ll (1948) h as d e m o n stra te d th a t re a d in g c o m p re h e n sio n c a nbe in flu e n c e d more by s p e c if i c know ledg e (ach ievem ent) th a n by re a d in ga b ility in g e n e r a l (c o m p re h e n s io n ). After a d m in iste rin g a c o m p re h e n sio nt e s t in a s p e c i f i c s u b j e c t a r e a , s h e ran k ed the s tu d e n ts a c c o rd in g tos c o r e s on a s p e c if i c know ledg e t e s t and acc o rd in g to s c o r e s on theStanford Reading T e s t .Grouping the u p p er and lo w er 27% in e a c h c a s e ,s h e found th e m ean s on th e co m p re h e n sio n t e s t d iffered s ig n if ic a n tlyb e tw e e n th e groups in th e s p e c i f ic know ledg e ran kin g bu t d id not d ifferin the Stanford Reading T e s t ra n k in g .In a stu d y c o rre la tin g c lo z e w ith m u ltip le - c h o ic e c o m p re h e h sio ns c o re s befo re and a f te r a w e e k -lo n g s tu d y p e rio d , T aylor (1956, 1957)found c o r re la tio n s of .7 0 for the p r e t e s t and .80 for the p o s t - t e s t .t e s t - r e t e s t r e lia b ili t y of th a t c lo z e t e s t w a s . 88.TheThat s tu d y , more th a nany o th e r , in v o lv e s th e c lo z e as a m e a s u re of a c h ie v e m e n t b e c a u s e th e
s u b je c ts w ere a llo w e d to s tu d y th e p a s s a g e s during a o n e - w e e k in te rv a land only a sam p le of t h e s e p a s s a g e s w as u s e d for th e c lo z e t e s t .Bormuth (1962, 1963) c o n s tr u c te d m u ltip le - c h o ic e item s fromp a s s a g e s u s in g c o m p re h e n sio n s k il l s in c lu d in g : v o c a b u la r y , f a c t ,s e q u e n c e , c a u s a l r e l a tio n s h i p , m ain i d e a , in fe re n c e s from f a c t s , anda u th o r 's p u r p o s e .The r e s u l t s of th a t s tu d y y ie ld e d Cloze vs m u ltip le -c h o ic e t e s t c o rre la tio n s ran g in g from .73 to . 8 3 .Bormuth a l s o notedt h a t th e c lo z e t e s t s w ere hig h ly r e lia b le a s the r e l i a b i l i t i e s ran ged from.8 4 to . 8 8 .U s in g the sam e c o m p re h e n sio n s k i l l s as Bormuth (1962, 1963)in the m u ltip le - c h o ic e i t e m s , Rankin and C u lh a n e (1969) found c o r r e la tio n s rang in g from .5 4 to . 7 1 .R epeating h is s tu d y w ith th e sam e co m p re h e n sio n s k i l l s , Bormuth(1969) ran a f a c to r a n a l y s is on th e co m p re h e n sio n s k i l l s . The r e s u ltsy ie ld e d only one f a c to r from th e v a rio u s co m p re h e n sio n s k i l l s .Thisw ould le a d e v id e n c e to the n o tio n th a t the type of . q u e s ti o n in c lu d e d inth e m u ltip le - c h o ic e t e s t h as little e f f e c t upon th e c o m p re h e n sio n s c o r e .T herefore it is c o n c e iv a b le th a t th e typ e of q u e s tio n s a s k e d on an1a c h ie v e m e n t t e s t w ould s im ila rly h av e l i t t l e e ffe c t on the a c h ie v e m e n tsco re. .The c lo z e t e s t , t h e n , h as b e e n e s t a b li s h e d a s an e f fe c tiv e to o lfor the m e a su re m e n t of re a d in g c o m p re h e n s io n .S ince C h a ll h a s show nt h a t a c h ie v e m e n t is c o r re la te d w ith c o n v e n tio n a l c o m p re h e n sio n t e s t s and
7o th e rs h av e show n t h a t c o n v e n tio n a l co m p re h e n sio n t e s t s are c o r re la te dw ith c lo z e t e s t s c o r e s , w h at rem ains is to d e m o n stra te the d ire c tr e l a t io n s h i p b e tw e e n a c h ie v e m e n t and c lo z e t e s t s c o r e s .E s ta b lis h in gth is d ir e c t r e l a t io n s h i p is the s u b je c t of th e p r e s e n t i n v e s t i g a t i o n .
CHAPTER IIIMETHODThe s u b je c ts for th is e x p erim en t were o b ta in e d from ane d u c a tio n a l m e a su re m e n t c l a s s ta u g h t at The U n iv e r s ity of A rizona.T h e se in clu d e two c l a s s e s , sp rin g 197.3 (N 37) and f ir s t summer,s e s s i o n 1973 (N - 3 0 ) ,The s e q u e n c e of t e s t s w a s :(1) m idterm , (2)p r a c tic e w ith a c lo z e t e s t , (3) c lo z e t e s t , (4) exam o v e r te x t u s e d inc l a s s (book ex am ), and (5) fin a l e x am .All t e s t s were a d m in iste re d w ith ina th r e e - w e e k in te r v a l.B ec au se th e s tu d e n ts were only requ ired to ta k e th e book andfin a l e x am , not all the s u b je c ts took a ll of the o th er t e s t s .Of the 67s tu d e n ts who took the book and fin a l e x a m , 51 took the c lo z e t e s t and60 took the m idterm ex am .The midterm and fin a l exam s e a c h c o n s is t e d of a 7 5 -ite mm u ltip le - c h o ic e t e s t , and th e book exam c o n s is te d o f a 6 0 -ite m m u ltip le ch o ic e t e s t , a ll d e v e lo p e d by the in s t r u c to r .The bu lk of the item s int h e s e exam s w ere in f e re n tia l and problem s o lv in g w ith the rem aining b e in glite ra l.The book exam te n d e d to have more lite ra l item s th a n e ith e r ofth e o th e r e x a m s , its c o n te n ts in c lu d e d m a te ria l co v e re d in th e te x t u s e d8
in c l a s s . The midterm and fin a l exam s w ere p a r a lle l forms c o n cern in gm a te ria l in c lu d e d during the le c tu re as w e ll as in the t e x t .Type of C lo ze T e s t U se dThe d e le tio n sch em e c h o s e n for th is stu d y is the sam e as th a tu s e d by the m ajo rity of r e s e a r c h e r s u s in g the c lo z e p r o c e d u r e .M a c G in itie (1961) h as sh o w n th a t d e l e t i o n sc h e m e s of ev e ry 6 th , 12th,or 14th word are e q u a lly d iffic u lt to re s to r e in a c lo z e p a s s a g e w h e re a san ev ery 3rd word d e le tio n sch em e is more d if f ic u lt.This is important,b e c a u s e more d iff ic u lt p a s s a g e s r e s u l t in t e s t a n x ie ty , w h ich a c c o rd in gto Brown (1970, p . 59), y ie ld s u n r e lia b le r e s u l t s .T herefore a goodcom prom ise b e tw e e n d iffic u lty due to high freq u en cy of d e le tio n on onehand and the a d v a n ta g e of high fre q u e n c y of d a ta on th e o th e r hand isfound w hen th e ty p ic a l d e le tio n sch em e of every 5th word is u s e d .The tim e a llo te d for the c lo z e t e s t w as e q u a l to th a t a llo tte d foro th er e x a m s .This a llo tte d time w as the lim iting f a c to r in d eterm in in gthe c lo z e t e s t le n g th .The ex p e rim e n te r found th a t five p a s s a g e s e a c hlim ited to 20 to 35 item s (d eletio ns) c a n be com p leted w ith in the houra l lo t t e d .A random s e l e c t io n of m a te ria l for c lo z e u s e d w as c h o s e n o v e rin te n tio n a l s e le c t io n s in c e in te n tio n a l s e l e c t i o n , in v o lv in g s c a n n in gand e v a lu a tin g larg e num bers of p o s s i b l e p a s s a g e s , is v e ry s u b je c tiv eand time c o n s u m in g .
10The c lo z e t e s t u s e d in th is stu d y w as c o n s tr u c te d fromp a s s a g e s s e l e c t e d at random from a te x t s im ila r to th a t b e in g u s e d bythe s t u d e n t s . The r e a s o n for th is w as to av oid s p e c i f ic r e c a ll on thep art of the s u b j e c t s . The book u s e d by the s tu d e n ts w as P sy c h o lo g ic a lT e stin g by Anne A n a s ta s i (1972) „ The book u s e d for c lo z e s e le c tio n sw as P rin c ip le s of E d u c a tio n a l and P s y c h o lo g ic a l T e s tin g by F red eric G .Brown (1970) „S e le c tio n of th e C lo z e P a s s a g e sBased upon th e know led ge of th e c o n te n t of the in s tr u c to r- m a d et e s t s , the fo llow ing c o n te n t a r e a s were sam p led for c lo z e t e s t d e v e lo p m ent:1.S core in te r p r e ta tio n2.V alidity3.R e lia b ility4.Item a n a ly s is5.T e s ts in g e n e ra l (including s p e c i f ic t e s t s s u c h a s IQ ,a c h ie v e m e n t, p e r s o n a l it y , e t c . )-'S e le c tio n of t h e s e c o n te n t a re a s w as a c c o m p lish e d by th e follow ingr u le s :1.C h a p te rs d e a lin g w ith c o n te n t a r e a s were n o ted fromta b le of c o n t e n t s .2.T h ese c h a p te r s w ere th en o p en ed a t random .
113.The f ir s t co m p lete parag rap h (s) on the rig ht h and p ag e w ass e l e c t e d w h ich d o e s (is) not:A.have l e s s th a n 100 or more th an 175 words b e tw e e nf ir s t and l a s t s e n te
CHAPTER I INTRODUCTION Definition and Previous Use of Cloze . cloze test, the advantages of the former should be the same in terms of cost, effort and time required for construction. Although the cloze technique has been used to measure com prehension, it has not been used to measure course-oriented achieve ment. Therefore evidence for the validity of the cloze as a measure of course .
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
AND CLOZE TEST TOWARD STUDENTS’ READING COMPREHENSION ACHIEVEMENT THESIS Submitted by FARISQA RAHMAYANI Student of Department of English Language Education Reg. No. 231121202 FACULTY OF TARBIYAH AND TEACHER TRAINING AR-RANIRY STATE ISLAMIC UNIVERSITY DARUSSALAM – BANDA ACEH 2016 M/1437 H . Abstract Multiple choice test and cloze test have been widely used for measuring reading .
From Ramsey/Sleeper Architectural Graphic Standards, 9th ed., The American Institute of Architects, 1994. 37 Overhangs Overhang variances are needed where curbs, sidewalks, and signage exist. Overhangs also come into effect where retaining walls are present. From Ramsey/Sleeper Architectural Graphic Standards, 9th ed., The American Institute of Architects, 1994. 38 Vertical Clearance Diagram .
