Developing a Standardized English Proficiency Test in Alignment with the CEFR

Autor/in	Cheewasukthaworn, Kanchana
Titel	Developing a Standardized English Proficiency Test in Alignment with the CEFR
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 63 (2022), (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Test Construction; Standardized Tests; Language Tests; English (Second Language); Second Language Learning; Language Proficiency; Guidelines; Rating Scales; Test Results; Multiple Choice Tests; Higher Education; Foreign Countries; Testing; Test Items; Item Analysis; Test Reliability; Thailand; Europe + Suchen Sie Ihr Suchwort? Testaufbau; Standadised tests; Standardisierter Test; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Richtlinien; Rating-Skala; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Testdurchführung; Testen; Test content; Testaufgabe; Itemanalyse; Testreliabilität; Europa
Abstract	In 2016, the Office of the Higher Education Commission issued a directive requiring all higher education institutions in Thailand to have their students take a standardized English proficiency test. According to the directive, the test's results had to align with the Common European Framework of Reference for Languages (CEFR). In response to this directive, this study was conducted to demonstrate how to develop such a test. Grounded in the conceptual frameworks of test usefulness, standardized tests, test development processes, and the CEFR, the study explored six stages in developing a 100-item-multiple-choice standardized English proficiency test: test planning, test design and writing, test reviewing, test piloting, test revising and revised test try-out. The test was piloted during the test piloting and revised test try-out stages with 108 and 88 students, respectively, and underwent item analysis to examine its reliability, difficulty index, and discrimination index. The item analysis conducted after the revised test try-out stage showed that the test's reliability, assessed by Kuder-Richardson Formula 20 (KR-20), was 0.94, suggesting that the test was highly reliable with good internal consistency. How the test was developed in close alignment with test usefulness and the CEFR is discussed in the study. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01