jfes Ankara University Journal of Faculty of Educational Sciences (JFES) 1301-3718 2458-8342 Ankara University 10.30964/auebfd.1693237 Measurement and Evaluation in Education (Other) Eğitimde Ölçme ve Değerlendirme (Diğer) A Comparative Analysis of Multiple choice and Cloze Tests in Terms of Reading Comprehension and Reader Proficiency Levels Çoktan Seçmeli ve Boşluk Doldurma Testlerinin Okuduğunu Anlama ve Okur Düzeyleri Açısından Karşılaştırılması https://orcid.org/0000-0003-0898-9020 Aydın Yusuf AKDENIZ UNIVERSITY https://orcid.org/0000-0001-5334-0699 Kaya Filik Ezgi TC MİLLİ EĞİTİM BAKANLIĞI İZMİR 04 15 2026 59 1 221 271 05 07 2025 02 28 2026 Copyright © 1968, Ankara University Journal of Faculty of Educational Sciences (JFES) 1968 Ankara University Journal of Faculty of Educational Sciences (JFES)

The aim of this study is to examine the relationship between multiple choice tests and cloze tests, and to evaluate the consistency of both test types in determining reading proficiency levels. A total of 102 middle school students from the seventh and eighth grades participated in the study. The findings revealed a strong positive correlation between scores on multiple choice and cloze tests, and that cloze test scores significantly predicted performance on the multiple choice test. These results suggest that both test types assess common cognitive processes and can be used as complementary tools for evaluating reading comprehension. Additionally, the study investigated the predictive power of multiple choice questions at different cognitive levels of Bloom’s Taxonomy on cloze test performance. Among these, questions targeting the analysis level demonstrated the strongest predictive effect. While questions at the remembering and understanding levels also significantly predicted cloze test performance, those at the application level did not yield a significant effect. This indicates that cloze tests are particularly related to midlevel cognitive processes, such as text analysis and comprehension. The analysis also revealed limited agreement between the two test formats in classifying students’ reading proficiency levels, with more than half of the participants being placed in different categories depending on the test type. These findings underscore the limitations of relying solely on a single test format and highlight the necessity of using diverse assessment tools to ensure a more comprehensive evaluation of reading skills.

Bu çalışmanın amacı, çoktan seçmeli testler ile boşluk doldurma testleri arasındaki ilişkiyi incelemek ve her iki test türünün okur düzeylerine ilişkin uyumunu değerlendirmektir. Araştırmaya yedinci ve sekizinci sınıfta öğrenim gören toplam 102 ortaokul öğrencisi katılmıştır. Araştırma sonuçları çoktan seçmeli test puanı ile boşluk doldurma testi puanı arasında pozitif yönde yüksek bir ilişki olduğunu ve boşluk doldurma testi puanlarının çoktan seçmeli test puanlarını anlamlı düzeyde yordadığını ortaya koymuştur. Bu bulgular, her iki test türünün ortak bilişsel süreçleri ölçtüğünü ve birbirlerini tamamlayıcı ölçme araçları olarak kullanılabileceğini göstermektedir. Ayrıca araştırmada Bloom Taksonomisi'nin farklı bilişsel düzeylerindeki çoktan seçmeli test sorularının boşluk doldurma testi başarısını yordama gücü incelenmiştir. Çözümleme düzeyindeki soruların boşluk doldurma testindeki başarıyı yordamada en güçlü etkiye sahip olduğu bulunmuştur. Hatırlama ve anlama düzeyindeki sorular da boşluk doldurma test başarısını anlamlı bir şekilde yordarken uygulama düzeyindeki soruların anlamlı bir etkisi görülmemiştir. Bu durum, boşluk doldurma testlerinin özellikle metni analiz etme ve anlama gibi orta düzey bilişsel süreçlerle ilişkili olduğunu göstermektedir. Okur düzeylerinin belirlenmesi konusunda iki test türü arasında sınırlı bir uyum tespit edilmiştir. Katılımcıların yarısından fazlası, iki test türüne göre farklı okur düzeylerine yer almaktadır. Bu sonuç, tek bir test türüne bağlı kalmanın yeterli olmayabileceğini ve farklı ölçme araçlarının birlikte kullanılmasının gerekli olduğunu göstermektedir.

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