A Review of the Test Items of the LPATE From the Perspective of the CEFR’s ‘Can-Do’ Descriptors

Abstract

This research was conducted to analyze the content validity of the Language Proficiency Assessment for Teachers (English Language) (LPATE) adapted to the ‘can-do’ descriptors of Common European Framework Reference for Languages (CEFR). Through descriptive qualitative research, the assessment questions were analyzed using the validity formula of Suharsimi Arikunto and Pearson. The results showed that the LPATE has good validity and is following the CEFR’s ‘can-do’ descriptor. Although some of the items discussed things that were not following the ‘can do’ statement on the CEFR, these did not interfere with the validity of the test because the material and types of questions given were in line with the final competency achievement of the LPATE.