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

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

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

3 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 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 5 I. The Arrangement : Points to note (3)  Assessor to fax Confirmation Sheet to candidate through the schoolConfirmation Sheet  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

6 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 7 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 )

8 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 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 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 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 12 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

13 13 II. The Assessment : The Lesson (6)  Examples of lessons not suitable for assessment:  Lessons that do not provide evidence on all four scales e.g. dictation  Lessons largely dominated by student activities with little teacher input e.g. drama and composition

14 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 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 16 II. The Assessment : Assessment criteria/scales (3)  To attain LPR – ‘ 3 ’ or above on all 4 scales (with one ‘ 2.5 ’ allowed)

17 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 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 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 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 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 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 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/ classroom management  Organization of discourse

24 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 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 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 27 Information & Enquiries (1) LPA Team, EDB Tel : Fax : Website : >Teachers ’ Development >Training & Qualifications >Language Proficiency Requirementhttp://www.edb.gov.hk

28 28 Information & Enquiries (2) HKEAA Tel : Fax : Website : > LPAThttp://www.hkeaa.edu.hk

29 29 End of presentation

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