Development of CEFR-Based English Assessment for Vocational Education Teachers in Thailand: A Case Study of the V-CEFR Test System

Abstract

This research examines the development of an English language testing system based on the CEFR framework for English vocational education teachers in Thailand, that call the V-CEFR (Vocational-CEFR) system. This tool measures specialized English language competency aligned with professional contexts, in accordance with Ministry of Education and Civil Service Commission policies requiring bachelor's degree-level teachers to attain a B2 level of English proficiency under the CEFR framework. Using a mixed-method approach, the study analyzed the three-stage development process: (1) research and standard setting, (2) expert panel establishment and IOC evaluation, and (3) trial implementation and test analysis. Findings reveal that the V-CEFR testing system was systematically developed, beginning with a comprehensive study of CEFR tests and TOEIC components across all skills. The content validity was evaluated by 5experts, and the system was tested with 989 vocational English teachers. The test distinctively covers both general English and specialized English in five professional fields: Technical, Business, Information Technology, Service, and Agricultural English across five skill areas. Results of nationwide testing through the Vocational Teacher and Personnel Development Office's R-Training system, conducted simultaneously across Thailand. Of the 786 actual test-takers (79.8%), 544 teachers (69.2%) passed the benchmark, while 242 (30.8%) did not meet the criteria. Conversation skills scored highest (24.10%), while reading skills scored lowest (16.05%). This research presents an approach for developing quality assessment systems for English vocational teachers' English proficiency and provides data that can be used to systematically plan teacher development according to the strengths and weaknesses identified in each skill area.