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

Autor/inn/en	Sridhanyarat, Kietnawin; Pathong, Supakarn; Suranakkharin, Todsapon; Ammaralikit, Amornrat
Titel	The Development of STEP, the CEFR-Based English Proficiency Test
Quelle	In: English Language Teaching, 14 (2021) 7, S.95-106 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Language Tests; Language Proficiency; Second Language Learning; Second Language Instruction; English (Second Language); Guidelines; Rating Scales; Language Teachers; Teacher Attitudes; Specialists; Test Items; Test Validity; Test Reliability; Standard Setting; Alignment (Education); Test Construction; Foreign Countries; Europe; Thailand + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Richtlinien; Rating-Skala; Language teacher; Sprachunterricht; Lehrerverhalten; Test content; Testaufgabe; Testvalidität; Testreliabilität; Standardisierung; Testaufbau; Ausland; Europa
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. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01