The Development of STEP, the CEFR-Based English Proficiency Test

Abstract

This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who served as content specialists were asked to design can-do statements presented in the CEFR. Then the specialists designed the test specification based on the can-do statements. Four skill areas: listening, semi-speaking, reading, and semi-writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. The results demonstrated that the framework offered by Alderson et al. (2006) served as an effective reference document for developing the STEP. In terms of validity and reliability, the STEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers’ English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR.

Lesson Learned from the Initial Phase of the Development Process of CEFR-Based Uttaradit Rajabhat University Test of English Proficiency

“…Six experts/judges will be invited to determine test validity for the development of the URU-TEP test. According to Sridhanyarat et al (2021), the following were the responsibilities of the experts/judges. First, they needed to determine whether the test questions corresponded to the test specification's objectives.…”

“…A statistician will examine the test questions after they are administered to determine the index of difficulty and index of discrimination. According to Sridhanyarat et al (2021), to determine whether a particular item is actually at the level of difficulty anticipated, piloting with suitable samples of test takers is imperative. Additionally, it enables us to gather as much feedback as possible on the test instrument's quality.…”

“…Since the development of a standardized test involves many phases and requires time and effort, those involved in the project may experience stress and anxiety because it adds to their already heavy workload. The challenges perceived by instructors were derived from many factors, such as inadequate training to familiarize instructors with the CEFR system (Hawes, 2020), support to meet a language policy (Mohamad Uri, 2023), expectations of students' English proficiency (Sridhanyarat, Pathong, Suranakkharin, & Ammaralikit, 2021), and expected outcomes of the policy to increase English ability (Wataksorn, 2021). In addition to facing these challenges, URU instructors' motivation is likely to be increased if they are given incentives and support to take part in the project.…”

Upgrading Competencies of Master’s Degree Students Through ELearning in Listening C1 Level CEFR-Bands

“…Therefore, the difficulties and challenges of the process are difficult. One of the skills that must be mastered by a proficient user is: can understand a wide range of demanding, longer texts and recognize implicit meaning [13].…”