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Aligning Academic Reading Tests to the Common European Framework of Reference for Languages (CEFR)

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Title: Aligning Academic Reading Tests to the Common European Framework of Reference for Languages (CEFR)
Language: English
Authors: Sivakorn Tangsakul, Kornwipa Poonpon
Source: rEFLections. 2024 31(2):614-638.
Availability: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Alignment (Education), Reading Tests, Second Language Learning, Language Proficiency, Guidelines, Rating Scales, Foreign Countries, Language Tests, Higher Education, Standard Setting, Test Items, Academic Language, Item Analysis, Test Content, Content Analysis, Reading Comprehension, Classification, Second Language Instruction, Universities
Geographic Terms: Europe, Thailand
ISSN: 1513-5934
2651-1479
Abstract: Given the significant global influence of the Common European Framework of Reference for Languages: Teaching, Learning, and Assessment (CEFR) on English language education, this study deals with aligning a university's academic reading tests to the CEFR. It aimed at validating the test construct of the academic reading tests in relation to the proficiency levels defined by the CEFR. The study employs two standard setting procedures outlined in the CEFR Manual: the Familiarization procedure and the Specification procedure, to explore the CEFR level of the academic reading tests as well as the prominent characteristics of the reading texts and the test items in terms of their level and key features. Three academic reading tests were randomly selected. The CEFR Content Analysis Grid for Reading was employed to characterize the content of test items and test tasks. The results indicated that 9 out of 18 reading texts were estimated to correspond to the B2 CEFR level. Texts estimated as B1 and C1 levels were evenly distributed, and none of the reading texts were classified as A1 or C2 levels. Moreover, the findings demonstrated a significant prevalence of B2 and B1 level items. Specifically, B2 items represented the largest proportion at 31.88%, closely followed by B1 items at 25.12%.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440829
Database: ERIC
FullText Text:
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  Data: Aligning Academic Reading Tests to the Common European Framework of Reference for Languages (CEFR)
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  Data: <searchLink fieldCode="AR" term="%22Sivakorn+Tangsakul%22">Sivakorn Tangsakul</searchLink><br /><searchLink fieldCode="AR" term="%22Kornwipa+Poonpon%22">Kornwipa Poonpon</searchLink>
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  Data: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
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  Label: Abstract
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  Data: Given the significant global influence of the Common European Framework of Reference for Languages: Teaching, Learning, and Assessment (CEFR) on English language education, this study deals with aligning a university's academic reading tests to the CEFR. It aimed at validating the test construct of the academic reading tests in relation to the proficiency levels defined by the CEFR. The study employs two standard setting procedures outlined in the CEFR Manual: the Familiarization procedure and the Specification procedure, to explore the CEFR level of the academic reading tests as well as the prominent characteristics of the reading texts and the test items in terms of their level and key features. Three academic reading tests were randomly selected. The CEFR Content Analysis Grid for Reading was employed to characterize the content of test items and test tasks. The results indicated that 9 out of 18 reading texts were estimated to correspond to the B2 CEFR level. Texts estimated as B1 and C1 levels were evenly distributed, and none of the reading texts were classified as A1 or C2 levels. Moreover, the findings demonstrated a significant prevalence of B2 and B1 level items. Specifically, B2 items represented the largest proportion at 31.88%, closely followed by B1 items at 25.12%.
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  Data: 2024
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  Data: EJ1440829
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 614
    Subjects:
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Guidelines
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      – SubjectFull: Rating Scales
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Tests
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      – SubjectFull: Higher Education
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      – SubjectFull: Standard Setting
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Item Analysis
        Type: general
      – SubjectFull: Test Content
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Reading Comprehension
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      – SubjectFull: Classification
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Universities
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      – SubjectFull: Europe
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Aligning Academic Reading Tests to the Common European Framework of Reference for Languages (CEFR)
        Type: main
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            NameFull: Kornwipa Poonpon
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              Y: 2024
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