1. Classroom Language Assessment
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 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. 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
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 )
Fax cover sheet provided by HKEAA if application submitted by hand

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 and Range
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 evidence on all four scales
e.g. dictation
Lessons largely dominated by student activities 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/ classroom management
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)
Teachers (English Language) Assessment
Report 2008 (on EDB / HKEAA websites)
Confirmation Sheet

27. Information & Enquiries (1)
LPA Team, EDB
Tel : Fax : Website : >Teachers’ Development >Training & Qualifications >Language Proficiency Requirement

28. Information & Enquiries (2)
HKEAA
Tel : Fax : Website : > LPAT

29. End of presentation