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LPATE 2010 Paper VClassroom Language Assessment (CLA)

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Briefing for Candidates

I. The Arrangement

II. The Assessment

III. Q & A

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I. Arrangements – Points to note

To take place between December 2009 and early April 2010

2 visits, each by a different assessor from EDB

Each assessor observes one single lesson

Only 1 visit completed = ABSENT

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I. Arrangements – Points to note

Notification by phone by the assessors at least 5 days prior to the visit

Candidates should confirm details of the visit indicate the need for a briefing, which

is optional (an opportunity for the candidate to give the assessors some background information about the school, students, content of lesson, etc prior to the assessment)

does NOT constitute any part of the assessment provide information to facilitate the visit e.g. transport

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Confirmation Sheet to candidates through the school by fax

Candidates should check the details of the visit and read the notes

on the Confirmation Sheet carefully inform the school head and relevant parties of

the visit e.g. Janitors at the entrance, GO keep the confirmation sheet as a reminder / for

future contact

I. Arrangements – Points to note

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No change to the confirmed schedule unless fully justified and agreed upon by assessors

Prompt notification and written confirmation in case of unforeseen circumstances

Medical certificate in case of sickness

Early notification and written confirmation in case of withdrawal from the assessment

I. Arrangements – Points to note

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I. Arrangements – Points to note

Reminder

If not yet submitted, fax copies to the LPA Team Complete official teaching timetable and school calendar

issued by the school Copies should include name, Demand Note Number,

subject entered, contact phone number, written clearly and legibly 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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Duration – one lesson, of which there should be at least 20 minutes of continuous teaching

Not meeting this minimum requirement as a result of external factors would call for a second visit

The lesson should provide sufficient evidence on all 4 scales

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

II. The Assessment – Choice of lesson

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Examples of lessons NOT suitable for assessment: Lessons that do not provide evidence on all 4 scales

Lessons largely dominated by student activities with little teacher input

A written lesson plan NOT required

II. The Assessment – Choice of lesson

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Assessor normally arrives 10 minutes before the lesson to allow time for a briefing

Reception at the general office generally expected

II. The Assessment – Classroom setting

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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

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

Use of microphone allowed

Cantonese not encouraged

II. The Assessment – Classroom setting

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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

II. The Assessment – Criteria / Scales

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

To attain LPR – ‘3’ or above on all 4 scales

(with one ‘2.5’ allowed)

II. The Assessment – Criteria / Scales

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Grammatical and Lexical Accuracy and Range The ability to use an appropriate range of

grammatical structures and vocabulary accurately

Mainly concerned withAccuracy, variety and complexity of language

used

Amount and types of errors made

Evidence of self-correction or reformulation

II. The Assessment – Criteria / Scales

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Grammatical and Lexical Accuracy and Range Examples of errors

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

II. The Assessment – Criteria / Scales

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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

II. The Assessment – Criteria / Scales

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Pronunciation, Stress & Intonation

Examples of problem areas

Consonants (neighbour / labour; iron)Consonant clusters (play / pay)Final consonants (line / lie; walked)Vowels (sleep / slip; purpose) Stress (superlative; increase (n.); argumentati

ve) Intonation (Where do you live?)

II. The Assessment – Criteria / Scales

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Language of Interaction Smooth interaction with students using a range

of effective and appropriate language

Mainly concerned with

Eliciting, modifying and reformulating questions, giving clues and hints

Giving confirmation, seeking clarification or repetition

Providing feedback / comments, acknowledging answers

II. The Assessment – Criteria / Scales

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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

II. The Assessment – Criteria / Scales

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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/ classroom management

Organization of discourse or a part of lesson / activity

II. The Assessment – Criteria / Scales

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Language of Instruction Some common classroom situations

Teacher explaining a grammar point

Teacher grouping students for an activity

II. The Assessment – Criteria / Scales

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The assessor will NOT discuss with any school personnel the performance of the teacher or the students or the lesson itself

Results will be issued by HKEAA around late-May, 2010

II. The Assessment – Post-assessment

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

Language Proficiency Assessment for Teachers (English Language) Assessment Report 2009 (available on EDB / HKEAA websites)

For details

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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

For enquiries

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HKEAA

Tel : 3268 8860

Fax : 3268 8990

Email : lpat@hkeaa.edu.hk

Website : http://www.hkeaa.edu.hk > LPAT

For enquiries

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Q & A

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