This paper presents empirical data concerning the use of a cloze test as a measure of second language proficiency. Grade four students in their fifth year of a French immersion program were tested using both English and French cloze tests. Correlations between the cloze test and other language achievement measures were calculated for both languages and were found to be high. It is suggested that in summative evaluations, the cloze technique provides a useful measure of overall second language proficiency with this age group, and that an error analysis of individual items yields valuable information for formative evaluations. (Author)