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LPATE Paper V

Classroom Language Assessment( C L A )

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Briefing for Candidates LPATE 2009

I. The Arrangement

II. The Assessment

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I. The Arrangement : Points to note (1)

2 assessments, each by a different assessor from EDB

Each assessor observes one single lesson

To take place between December 2008 and early April

2009

Only 1 visit completed = ABSENT

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I. The Arrangement : Points to note (2)

Assessor to notify candidate by phone at least 5 days prior to the visit: the date, the time, the lesson

Candidate to acknowledge and confirm the details indicate the need for a briefing which is

- optional, not part of the assessment- an opportunity for the candidate to give the

assessor some background information about the school, students, content of lesson, etc prior to the assessment

provide information to facilitate the visit e.g. transport

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I. The Arrangement : Points to note (3)

Assessor to fax Confirmation Sheet to candidate through the school

Candidate to study the confirmation sheet carefully to check the

details of the visit and to read the notes contained inform the school head and other relevant parties

of the visit keep the confirmation sheet as a reminder/ for

future contact

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I. The Arrangement : Points to note (4)

No change to the confirmed schedule unless fully justified

Prompt notification in case of unforeseen circumstances

(including sickness)

Absence to be supported in writing (e.g. medical certificate)

Early notification and written confirmation in case of

withdrawal from the assessment

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I. The Arrangement : Points to note (5)

A reminder

Complete personal teaching timetable and school calendar, both as officially issued by the school, must be provided; copies should be clear and ‘legible’

If not already submitted, fax copies to the LPA Team (to include name, Demand Note Number, subject entered, contact phone number on every page)

Notify the LPA Team immediately of any subsequent changes (e.g. the timetable, the school calendar, contact numbers )

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II. The Assessment :The Lesson (1)

Duration – one lesson, about 30 minutes

At least 20 minutes of continuous teaching

Unduly interrupted lesson might call for a second visit (at the discretion of the assessor)

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II. The Assessment :The Lesson (2)

Assessor normally arrives earlier than scheduled to allow time for a briefing

Reception at the general office generally expected

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II. The Assessment :The Lesson (3)

Assessor to be seated at the back of the classroom, preferably at a distance from the students

Assessor not to be invited to take part in class activities

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II. The Assessment :The Lesson (4)

No observer/co-teaching/ (audio/video) recording during the assessment

Use of microphone allowed

Cantonese not encouraged

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II. The Assessment :The Lesson (5)

The lesson should provide enough evidence on all the 4 scales Grammatical and Lexical Accuracy and

Range Pronunciation, Stress and Intonation Language of Interaction Language of Instruction

A written lesson plan not required

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II. The Assessment : The Lesson (6)

Examples of lessons not suitable for assessment:

Lessons that do not provide evidenceon all four scales

e.g. dictation Lessons largely dominated by student

activities with little teacher input

e.g. drama and composition

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II. The Assessment :Assessment criteria/scales (1)

Assessment of language proficiency,not teaching methodology

Some general focuses

Accuracy of language used Quantity & quality of language used Appropriateness of language used

(register, variety, complexity…) Obtrusiveness of language problems

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II. The Assessment : Assessment criteria/scales

(2)

4 assessment scales

Grammatical and Lexical Accuracy and Range Pronunciation, Stress and Intonation Language of Interaction Language of Instruction

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II. The Assessment : Assessment criteria/scales

(3)

To attain LPR – ‘3’ or above on

all 4 scales

(with one ‘2.5’ allowed)

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II. The Assessment : Assessment criteria/scales (4)

Grammatical and Lexical Accuracy and Range

The ability to use an appropriate range of grammatical

structures and vocabulary accurately

Mainly concerned with

Accuracy, variety and complexity of language used

Amount and types of errors made

Evidence of self-correction or reformulation

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II. The Assessment : Assessment criteria/scales (5)

Grammatical and Lexical Accuracy and Range

Examples of errors

– The little children lost his way. – I’ll let you to choose.– Which one you want?– Can you tell me what is it ?– The movie was bored.

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II. The Assessment : Assessment criteria/scales (6)

Pronunciation, Stress & Intonation

The ability to speak in a comprehensible way with no systematic errors in pronunciation and to use stress and intonation in a natural way to convey meaning

Mainly concerned with

The use of appropriate stress & intonation patterns Accuracy in pronunciation Amount and types of errors

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II. The Assessment : Assessment criteria/scales (7)

Pronunciation, Stress & Intonation

Examples of problem areas

– Consonants (neighbour/labour)– Vowels (sleep/slip)– Consonant clusters (play/pay)– Final consonants (line/lie)– Stress (superlative)– Intonation (What is it?)

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II. The Assessment : Assessment criteria/scales (8)

Language of Interaction

Smooth interaction with students using a range of effective and appropriate language

Mainly concerned with

Eliciting, Questioning, Reformulating Prompting & Probing, Seeking clarification or

repetition Giving feedback/comments, Acknowledging

answers, Offering confirmation

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II. The Assessment : Assessment criteria/scales (9)

Language of Interaction

Some common classroom situations

A student saying ‘I don’t know’A student giving the wrong answer Class doing group work with teacher

monitoring

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II. The Assessment : Assessment criteria/scales (10)

Language of Instruction

The ability to present and explain lesson content clearly and naturally and to give clear instructions

Mainly concerned with

Presenting & explaining a teaching point

Giving instructions for activities/ homework/ classroommanagement

Organization of discourse

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II. The Assessment : Assessment criteria/scales (11)

Language of Instruction

Some common classroom situations

Teacher explaining a grammar point

Teacher grouping students for an activity

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II. The Assessment : After the assessment

No discussion with the assessor on the results or the lesson itself

Results to be issued by HKEAA

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References

Language Proficiency Assessment for Teachers (English Language) Handbook (October 2007)

Language Proficiency Assessment for

Teachers (English Language) Assessment

Report 2008 (on EDB / HKEAA websites) Confirmation Sheet

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Information & Enquiries (1)

LPA Team, EDB

Tel : 2186 8182 Fax : 2123 1229 Email : lpa@edb.gov.hk Website : http://www.edb.gov.hk >Teachers’ Development

>Training & Qualifications>Language Proficiency Requirement

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Information & Enquiries (2)

HKEAA

Tel : 3268 8860Fax : 3268 8990Email : lpat@hkeaa.edu.hkWebsite : http://www.hkeaa.edu.hk

> LPAT

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End of presentation

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