Evaluating a history text: A comparison of cloze and maze procedures
Thomas W. Bean, Patti Brandt · Literacy Research and Instruction · 1981
The present project was designed to explore the relative merits of cloze and maze procedures as student‐centered sources of data in the university text evaluation process. Accordingly, 80 students enrolled in an introductory Western Civilization course were randomly assigned to either a cloze (n = 40) or maze (n = 40) test condition. The results indicated that the maze test overestimated students’ ability to cope with an unfamiliar text while cloze appeared to be a reasonably accurate estimate. The authors concluded that the maze procedure needs further refinement, particularly in terms of construct validity, before it can be employed as a text evaluation tool at the university level.