Evaluating Different Scoring Methods for the Speeded Cloze-elide Test: The Application of the {R}asch Partial Credit Model

Cloze-elide tests are overall measures of both first (L1) and second language (L2) reading comprehension and communicative skills. Research has shown that a time constraint is an effective method to understand individual differences and increase the reliability and validity of tests. The purpose of this study is to investigate the psychometric quality of a speeded cloze-elide test using a ploytomous Rasch model, called partial credit model (PCM), by inspecting the fit of four different scoring techniques. To this end, responses of 150 English as a foreign language (EFL) students to a speeded cloze-elide test was analyzed. The comparison of different scoring techniques revealed that scoring based on wrong scores can better explain variability in the data. The results of PCM indicated that the assumptions of unidimensionality holds for the speeded cloze-elide test. However, the results of partial credit analysis of data structure revealed that a number of categories do not increase with category values. Finally, suggestions for further research, to better take advantage of the flexibilities of item response theory and Rasch models for explaining count data, will be presented.