1. LPAT Briefing Session (English Language)
Date: 10 November 2012 (Saturday)
   Time: 1:00pm - 3:30pm
  Venue: Hotung Secondary School
Speakers: Dr Neil DRAVE :00pm – 2:20pm
  Manager - Assessment Development
(LPAT English Language), HKEAA   
Evian TONG 2:45pm – 3:15pm
Language Proficiency Assessment Section, EDB
   

2. Introduction to the LPATE
Dr. Neil DRAVE
Manager of Assessment Development, HKEAA

3. Rundown Aims of the Session How the LPATE is assessed
Outline of the Papers
Paper 1 (Reading)
Paper 2 (Writing)
Paper 3 (Listening)
Paper 4 (Speaking)
Break (& Question submission time)
Questions (Paper 1 – 4)
Paper 5: Classroom Language Assessment (CLA)
Questions (Paper 5)

4. Aims Introduce the assessment approach
Introduce each LPATE paper, with examples from recent assessments
Give you some hints about how to do well
Answer questions
More information in the Handbook for Candidates

5. Assessment Types Norm-referenced vs. Standards-referenced

6. Structure of the LPATE
Standards-referenced test for (prospective) English teachers
Direct and indirect tests, HKEAA and EDB
Profile reporting
Run every spring since 2001 (& sometimes 2x/year)
About 2500 candidates
5 levels (Level 3 = benchmark)

7. Paper 1 Reading Duration: one hour 30 minutes
Duration: one hour 30 minutes
3 Reading Comprehension passages
Passages are about 1 page of A4 each
One longer, two shorter (may change from year to year)
Most require phrases or sentences as answers
Topics and genres will be of different kinds
Some MC questions (4 options) – blacken the circle

8. Rubric
Passage A Please answer the following questions. You may use words from the passage or your own words except where explicitly stated. You do not have to answer each question in complete sentences but make sure that your answers are full enough and coherent enough for the assessor to understand.

9. Sample Passages (2010) Passage B
With all its book lovers and gadget and technology buffs, Japan would seem to have the makings of a large market for electronic books. [continues]
Passage C
The Dinosaur
In my grandmother’s dining-room there was a glass-fronted cabinet and in the cabinet a piece of skin. It was a small piece only, but thick and leathery, with strands of coarse reddish hair. [continues]

10. Sample Questions (1) Question 1 (Passage B) Answer
‘What factors suggest that electronic books might become popular in Japan?’
Answer
Book lovers and gadget/technology buffs [information retrieval]

11. Sample Questions (2) Question 2 ‘What does ‘This’ (line 10) refer to?’
[reference - exact words or paraphrase]
Question 3
‘What may be the reasons that electronic comic books are profitable in Japan?’ (2 marks)
[inference – 2 reasons]

12. Sample Questions (3) Question 4 (Passage C)
‘What phrase suggests that what the workmen did was very challenging?’
Passage (transporting a frozen dinosaur)
‘I pictured blood and ice, flesh and salt, gangs of workmen and lines of barrels along a shore - a work of giants and all to no purpose.’
Answer
a work of giants [be specific]

13. Paper 1 Suggestions
Refer to the text for answers (don’t rely on personal knowledge or experience)
Copy, summarise or paraphrase information in the text
If copying, don’t copy too much: only your FIRST answer (or section) will be marked
Pay attention to the number of marks
2 marks usually means more than one piece of information
1 mark MAY mean one piece of information or may mean that it is two closely linked pieces e.g. Q = ‘Where did the writer find materials in English’ A = Record stores and second-hand book stores (1 mark)
Make sure answers are grammatical

14. Paper 2 Writing Part 1: Task 1 Composition Writing Part 2:
Task 2A Correcting errors in a student’s composition
Task 2B Explaining errors in a student’s composition

15. Part 1: Task 1 Composition
Different text types to write (expository, narrative, descriptive etc.)
Text input of about 200 words
Suggested length – 400 words
Scales and descriptors used to judge quality of writing

16. Sample Part 1 Prompt (2010)
Read the following letter about an interesting form of exercise.
Dear Editor
As Chairman of the HK Love for Parkour Association, I am unhappy about the misconceptions of Parkour that I have seen in the media recently, and am writing to clarify what Parkour is really about.
[continues 150 – 200 words total]

17. Sample Writing Part 1 Task (2010)
Write a letter to the Editor, responding to the letter above. In your letter, give your opinion on whether Parkour should be promoted to help Hong Kong people become fitter. You should also give two other suggestions, with justifications, of suitable activities to improve the (physical) fitness of HK people.
Write about 400 words.

18. Sample Writing Part 1 Task (2007)
Your Principal has provided HK$2000 to run a campaign to promote healthy eating in your school. He is now asking for suggestions on how best to spend this money.
Write to the Principal outlining some of the problems with students’ eating habits and suggesting two ways of using the funds provided.
 Write about 400 words.

19. Scales and Descriptors
Scale 1 Organisation and Coherence
Scale 2 Grammatical & Lexical Accuracy/Range
Scale 3 Task Completion

20. Scale 1: Organisation and coherence
Unity: each paragraph should deal with one topic only
Coherence: the overall flow/development should be clear
Cohesion: use cohesive devices such as conjunctions, referencing and repetition of key words and phrases wisely - make sure that connectives aren’t overused
Conciseness: do not write more than is necessary

21. Scale 2: Grammatical & lexical accuracy/range
Sentence structure
Agreement
Tense and aspect
Voice
Collocation
Variety (complexity, naturalness)
Vocabulary and phrasing
Fixed expressions vs. cliché

22. Scale 3: Task completion
Read the task instructions carefully
Identify the specific areas to be addressed
Plan how you will address each for a balanced piece of writing

23. Composition marking and grading
All scripts are double marked
Discrepancies are 3rd marked by CE or Assistant CE
Many scripts are check-marked
All scripts undergo a Fair Averaging process to cancel out any effects of marker leniency or harshness

24. Paper 2 Part 1 Suggestions
Read English texts e.g. opinion pieces in newspapers
Become familiar with the basic structure of different types of texts
Increase your vocabulary using a thesaurus & other tools
Don’t just copy ideas from the prompt – expand upon them

25. Paper 2 Part 2
Task 2A – Detecting & Correcting Errors / Problems in a Student Composition
Task 2B – Explaining Errors / Problems
Questions are in the Question booklet, write answers in the Question Answer booklet

26. Sample Task 2A (2008) Correcting Errors
Global warming: What can we do?
I think this not good to our planet. (1) We had to work to stop damaging us planet. There is much things we may do (2) to less the pollution like not to smoke, not drive and not to waste electricity. [continues]

27. Task 2A Suggested Answers
(1) We had to work to stop damaging us planet.
(2) to less the pollution like not to smoke, not drive and not to waste electricity.
(3) even so my 15-years old sister.
(1) Sample only – answer will be given
(2) to lessen the pollution, like not smoking
(3) even my 15-year old sister.

28. Writing Task 2B Sample Questions (1) 2009
Item 17: we celebrated at a very (17) good restaurant he help prepare the food
There are two errors in this sentence. The first relates to the need for a/an (a) _________________ ‘where’ to tell the reader the location of the father’s food preparation. The second error is one of agreement. The subject is ‘he’, which is (b) ___________________________, and so the verb should be ‘helps’ not ‘help’.

29. Sample Answers (1)
Item 17: we celebrated at a very (17) good restaurant he help prepare the food
There are two errors in this sentence. The first relates to the need for a/an (a) relative pronoun ‘where’ to tell the reader the location of the father’s food preparation. The second error is one of agreement. The subject is ‘he’, which is (b)
third person singular, and so the verb should be ‘helps’ not ‘help’.

30. Sample Questions (2) 2008
Item 17: … polar bear is (17) too cuter than the panda
There is one error. The writer has used a/an (a)______________ ‘too’; however, the (b)_____________ ‘cuter’ is sufficient.

31. Sample Answers (2)
Item 17: … polar bear is (17) too cuter than the panda
There is one error. The writer has used a/an (a) modifier [adverb/intensifier] ‘too’; however, the (b) comparative (adjective) ‘cuter’ is sufficient.

32. Paper 2 Task 2 Suggestions (1)
LPATE for teachers of English
Tasks 2A and 2B, though related, are two separate tasks
Task 2A
Correct only the underlined and numbered items
Do not make unnecessary changes e.g.
‘My mother also likes fastly cars…’
‘My mother also likes fast cars…’ 
‘My mother also likes to drive cars quickly…’ 

33. Paper 2 2A/2B Suggestions (2)
Task 2B
Refer back to student composition
Be specific e.g. the type of pronoun / conditional
Revise basic grammatical terminology (‘metalanguage’)
Various answers (‘systems’) are allowed
Grammar book
easy to use
from a reputable publisher
If in doubt, put more detail
Spelling is important but mistakes will be penalised only once

34. Paper 3 Listening Duration: One hour
Pauses included throughout & 10 minutes at the end
3 or 4 texts e.g. radio discussions, debates, monologues, podcasts/webcasts
Different topics (not necessarily education related)
Up to 4 speakers & host
Native speakers of English & non-native speakers
Male & Female
‘Normal’ speed for the type of discourse
Complete answers as you listen

35. Question types (1) 1. Open-ended
How does Carmen send a message to Jeff Orlando?
She writes a message on the notepad and draws a line to his name
[need BOTH parts]
2. Gap-filling in a connected paragraph
Complete the summary below. Use NO MORE THAN ONE WORD for each answer (8 marks)  
David believes that the reforms are moving in the right (i) direction
but he is unsure as to whether the new system will really be a
(ii) better alternative.

36. Question Types (2) Filling in blanks in a flowchart
Filling in or ticking cells in a table
Filling in gaps in a bulleted list
Multiple choice
Diagram labelling
Numbers and dates
Sentence completion using speaker’s exact words

37. Paper 3 Suggestions
Read upcoming questions carefully during pauses
Use background knowledge (topics, context)
Grammar ONLY important in ‘one word answer’ section
Connie agrees David’s view 
Connie supports David’s view 
Spelling ONLY important for proper names & job titles, unless the meaning is changed
Tourist Management 
Tourism Management 
Board based education 
Broad based education 

38. Part 2 Group Interaction
Paper 4 Speaking
Part 1 (individual)
Task 1A Reading aloud
Task 1B Recount
Part 2 Group Interaction

39. Assessment Format Part 1
10 minutes to prepare for both parts
5 minutes for the test (both parts)
Task 1A Reading Aloud (prose)
Task 1B Telling/Recounting/
Presenting (monologue)

40. Part 2 Group Interaction Assessment Format
5 minutes to prepare in the classroom
3 or 4 candidates in a group (random assignment)
Time limit
10 Minutes (3 candidates)
13 minutes (4 candidates)
Discuss an education-related topic / situation
E.g. planning something, deciding what to do about something, reflecting on the past, coming up with a policy…

41. Scales and Descriptors
Task 1A Reading aloud
Scale 1. Pronunciation, stress and intonation
Scale 2. Reading aloud with meaning
Task 1B Recounting / Presenting
Scale 3. Grammatical & lexical accuracy / range
Scale 4. Organisation & cohesion
Task 2 Group interaction
Scale 5. Interacting with peers
Scale 6. Discussing educational matters with peers

42. Reliability All oral examiners are from HK tertiary institutions
Two examiners per assessment
Pre-assessment training & standardisation
During assessment - monitoring by Chief Examiner

43. Recording Your performance will be recorded
If you agree to sit for the assessment, you agree to the recording
Reasons
Appeals & complaints
Examiner training
Research

44. Recording Set-up

45. Suggestions Group discussion Reading aloud Recounting
Conversational style
Don’t try to dominate
Don’t just ask questions
Build upon what others have said
Refer to your actual (learning/teaching) experience if possible
Reading aloud
Read phrase by phrase, not word by word
Don’t try to be too dramatic
Don’t be too slow – 2.5 to 3 minutes is about right
Recounting
How much can you do in 1 – 2 minutes?
Two or three main points
Clear structure
Can be in a conversational or an ‘oral presentation’ style

46. Handbook for Candidates (+CD, DVD) – New version 2010

47. Concluding Remarks
LPATE is a test for teachers, not a general English test
It is possible to practice for it (see past papers)
Treat it like a driving test, with certain skills to be demonstrated under controlled conditions
Markers and Oral Examiners are well-trained experts who want a fair assessment

48. Good Luck!