The introduction of the CEFR was welcomed by researchers and practitioners in language education, given its potential for increasing transparency of test results and the meaningfulness of test scores. In this paper, I reflect on Glenn Fulcher's (2004, 2016) critical take on the use of the CEFR in the context of mapping (linking or aligning) test…

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…

Placing non-native speakers of English into appropriate classes involves mapping placement test scores onto proficiency levels based on predetermined cut scores. However, studies on how to set boundaries for different levels of proficiency have been lacking in the language testing literature. A top-down approach to standard setting in which a…

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…

The study evaluated a recently postponed national test policy on the use of external agencies' English tests measuring four skills for Japanese university admission purposes. Using Kunnan's principles of fairness and justice, we generated and evaluated three claims regarding the test policy: vocabulary coverage of the tests, the justifiability of…

In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational…

Within the scope of educational testing and assessment, setting standards and creating guidelines as a code of practice provide more prolific and sustainable outcomes. In this sense, internationally accepted and regionally accredited principles are suggested for standardization in language testing and assessment practices. Herein, ILTA guidelines…

A standard of language proficiency recommended for world language preservice teachers has been set at advanced low as defined by the ACTFL Proficiency Guidelines. The National Council for the Accreditation of Teacher Education (NCATE) requires that foreign language teacher candidates in specific languages (e.g., French, German, Spanish) achieve…

The European Language Portfolio (ELP) is based on principles which tend to challenge traditional learning and teaching practices and thus impact on education policy and systems. The primary owner of the ELP is the learner, and as a personal language learning companion, the ELP has three core functions: pedagogic, reporting and catalytic. For it to…