TTLN utilises the C-Test concept originally designed and validated by Professor Ulrich Raatz and Professor Christine Klein-Braley at the University of Duisberg, Germany. Through extensive research, and over 500 peer reviewed articles, the C-Test has been proven as a reliable and efficient guide to a person’s language and literacy abilities. The test can be designed to operate at any required level and within a specific discipline.
The C-Test, a derivation of a cloze test where every nth word is removed, is reliant on designed interference in a communication channel through the systematic mutilation of texts. Restoration of the text requires an understanding of both syntax and semantics. The restoration process is informed through micro- and macro-level textual cues, the more accurate the restoration, the more linguistically proficient the restorer.
The C-Test utilises ‘the rule of 2’; from the 2nd sentence of each of four paragraphs from relevant texts, the 2nd half of every 2nd word is removed, until 25 deletions have been achieved in each paragraph, with a total of 150 deletions.
The C-Test looks like this:
Test text: There is a need for teachers to value and build on what students know and can do. There i_ also a ne_ to dev_ intellectually chall_ and conn_ learning opport_ that acc_ for rap_ changing commun_ practices. Th_ is a ne_ to bu_ on ea_ teacher’s reper_ of appro_ to t_ teaching o_ literacy…….
Original text: There is a need for teachers to value and build on what students know and can do. There is also a need to develop intellectually challenging and connected learning opportunities that account for rapidly changing communication practices. There is a need to build on each teacher’s repertoire of approaches to the teaching of literacy…….
The C-Test has been extensively researched with over 500 peer reviewed papers written (in multiple languages) to date. Here is a link to a bibliography constructed by Prof. Ruediger Grotjahn in March 2015.