LPATE Paper V Classroom Language Assessment ( C L A )

1. LPATE Paper V Classroom Language Assessment ( C L A )

2. Briefing for Candidates LPATE 2009 I. The Arrangement II. The Assessment

3. 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

4. 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

5. 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 thedetails of the visit and to read the notes contained • inform the school head and other relevant partiesof the visit • keep the confirmation sheet as a reminder/ forfuture contact

6. 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

7. I. The Arrangement : Points to note (5) A reminder • Completepersonal 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 )

8. 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)

9. 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

10. 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

11. II. The Assessment :The Lesson (4) • No observer/co-teaching/ (audio/video) recording during the assessment • Use of microphone allowed • Cantonese not encouraged

12. II. The Assessment :The Lesson (5) • The lesson should provide enough evidence on all the 4 scales • Grammatical and Lexical Accuracy andRange • Pronunciation, Stress and Intonation • Language of Interaction • Language of Instruction • A written lesson plan not required

13. 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 studentactivities with little teacher input e.g. drama and composition

14. 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

15. 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

16. II. The Assessment : Assessment criteria/scales (3) • To attain LPR –‘3’ or above on all 4 scales (with one ‘2.5’ allowed)

17. 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

18. 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.

19. 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

20. 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?)

21. 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

22. 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

23. 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

24. 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

25. II. The Assessment : After the assessment • No discussion with the assessor on the results or the lesson itself • Results to be issued by HKEAA

26. 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

27. Information & Enquiries (1) • LPA Team, EDB Tel : 2186 8182 Fax : 2123 1229Email : lpa@edb.gov.hkWebsite :http://www.edb.gov.hk>Teachers’ Development>Training & Qualifications >Language Proficiency Requirement

28. Information & Enquiries (2) • HKEAA Tel : 3268 8860Fax : 3268 8990Email : lpat@hkeaa.edu.hkWebsite : http://www.hkeaa.edu.hk> LPAT

29. End of presentation