1. LPAT Briefing Session (English Language) Date: 15 November 2008 (Saturday) Time: 1:00pm - 3:30 pm Time: 1:00pm - 3:30 pm Venue: Queen’s College Venue: Queen’s College Speakers: Dr Neil DRAVE 1:00pm – 2:20pm Speakers: Dr Neil DRAVE 1:00pm – 2:20pm Manager - Assessment Development (LPAT English Language), HKEAA Teresa CHU 2:45pm – 3:15pm Language Proficiency Assessment Section, EDB

2. Rundown  Aims of the Session  Overview of the LPAT English Language  Outline of the Papers Paper 1 (Reading) Paper 1 (Reading) Paper 2 (Writing) Paper 2 (Writing) Paper 3 (Listening) Paper 3 (Listening) Paper 4 (Speaking) Paper 4 (Speaking)  Break (& Question submission time)  Questions (Paper 1 – 4)  Classroom Language Assessment (CLA)  Questions

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

4. Handbook for Candidates (+CD, DVD)

5. Norm-referenced vs. Standards- referenced assessment Level 5 5% of candidates Level 4 40% Level 3 20% Level 2 5% Level 1 30%

6. Paper 1 Reading  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

7. Passage Build an Encyclopedia: Everybody is Invited In the last ten years, the Internet has opened up incredible amounts of information to ordinary citizens. But using the Internet can be like walking into a library where the books are all lying on the floor in piles. While tools like Google allow some structured search, much of the data from such searches is outdated or of questionable value. Some web enthusiasts have taken up the task of organizing information through a democratic means that only the Internet allows: an encyclopedia of the people, by the people, and completely free to copy and distribute. This ‘ people ’ s encyclopedia ’ of the Web – a free site called Wikipedia – has provided a unique solution by inviting individuals to participate in the process of rationalizing and updating web content. At the heart of this movement are wikis, web sites that allow users to directly edit any web page with one click of the mouse. (The Hawaiian word for ‘ quick ’, WikiWiki, is the basis for the wiki name.) [continues] Sample Passage

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. 1. What is using the Internet compared to? (1 mark) 29 2. In line 9, ‘a unique solution’… to what? (1 mark) 30 3. Identify the term used in the first paragraph to refer to the democratic nature of Wikipedia. (1 mark) 31 4. Why is the Hawaiian word WikiWiki used as the basis for the wiki’s name?(1 mark) 32 Sample Questions

10. Passage [Underlining not in original!] Build an Encyclopedia: Everybody is Invited In the last ten years, the Internet has opened up incredible amounts of information to ordinary citizens. But using the Internet can be like walking into a library where the books are all lying on the floor in piles. While tools like Google allow some structured search, much of the data from such searches is outdated or of questionable value. Some web enthusiasts have taken up the task of organizing information through a democratic means that only the Internet allows: an encyclopedia of the people, by the people, and completely free to copy and distribute. This ‘ people ’ s encyclopedia ’ of the Web – a free site called Wikipedia – has provided a unique solution by inviting individuals to participate in the process of rationalizing and updating web content. At the heart of this movement are wikis, web sites that allow users to directly edit any web page with one click of the mouse. (The Hawaiian word for ‘ quick ’, WikiWiki, is the basis for the wiki name.) Sample Passage (answers underlined)

11. 1. What is using the Internet compared to? Walking into a library where the books are all lying on the floor in piles (1 mark) 29 2. In line 9, ‘a unique solution’… to what? The problem that much of the data from internet searches is outdated or of questionable value (1 mark) 30 3. Identify the term used in the first paragraph to refer to the democratic nature of Wikipedia. (1 mark) people’s encyclopedia 31 4. Why is the Hawaiian word WikiWiki used as the basis for the wiki ’ s name? (1 mark) Because the word means ‘quick’ and Wikipedia allows users to edit pages quickly and easily 32 Suggested Answers

12. 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 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) 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

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

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

15. Sample Part 1 Prompt Read the following article about the problem of obesity in schools. International spotlight on obesity in schools American and Hong Kong educationalists and government officials are currently exchanging strategies on how to tackle the obesity problem and promote good nutrition among students… [continues 150 – 200 words total]

16. Sample Part 1 Writing Task Sample Part 1 Writing Task Task 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.

17. Scale 1: Organisation and coherence  Desirable Qualities Unity: each paragraph should deal with one topic only Unity: each paragraph should deal with one topic only Coherence: the overall flow/development should be clear 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 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 Conciseness: do not write more than is necessary

18. Scale 2: Grammatical & lexical accuracy & range  Accuracy Sentence structure Sentence structure Agreement Agreement Collocation Collocation  Variety (complexity, naturalness) Vocabulary and phrasing Vocabulary and phrasing Fixed expressions vs. cliché Fixed expressions vs. cliché

19. Scale 3: Task completion  Read the task instructions carefully  Identify the specific areas  Plan how you will address each for a balanced essay

20. 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 Become familiar with the basic structure of different types of texts Increase your vocabulary using a thesaurus & other tools Increase your vocabulary using a thesaurus & other tools  Don ’ t copy ideas from the prompt – expand upon them

21. Paper 2 Part 2  Task 2A – Detecting & Correcting Errors / Problems in a Student Composition  Task 2B – Explaining Errors / Problems

22. Sample Task 2A Correcting Errors (1) In last week my school introduce ‘ Eating for Health ’ programme into my school. My parents is very happy about this … (2) My brother much worser than I am especially when we visit McDonald ’ s. He like better … (1) Last week my school introduced Now provide corrections for Items 2-11. Write them in the Answer Book.

23. Task 2A Suggested Answers (1) So I phone to my parents, but they were not in the house, I didn’t know what was happening.  Correction So I phoned my parents, (2) My brother much worser than I am  Correction My brother is much worse than I am

24. Writing Task 2B Sample Answers (1) Note: Text in white is supplied Item 11: I remember (11) to feel very frightened The problem is with the (a) ‘to’ infinitive (form of the verb) “to feel”. It should be replaced by “feeling” because the writer wishes to describe The problem is with the (a) ‘to’ infinitive (form of the verb) “to feel”. It should be replaced by “feeling” because the writer wishes to describe (b) an emotion, rather than an intended action

25. Sample Answers (2) Item 1: I still remember that night (1) it is very scarily There are two problems with this item. The first problem concerns the incorrect use of (a) the (main) verb “is”. The writer should have used (b) the simple past tense to indicate the correct time of the action. The second problem concerns a wrong use of (c) the adverb “scarily”. The (d) adjective “scary” should be used instead.

26. Paper 2 Task 2A/2B Suggestions (1)  This is an assessment for (potential) teachers of English, not of general English  Tasks 2A and 2B, though related, are two separate tasks.  Task 2A Correct only the underlined and numbered items Correct only the underlined and numbered items  Task 2B Explain only the errors/problems in items designated for explanation (roughly the second half of the items) Explain only the errors/problems in items designated for explanation (roughly the second half of the items) Do not make unnecessary changes: work with the text in the essay, do not change the phrasing Do not make unnecessary changes: work with the text in the essay, do not change the phrasing

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

28. 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

29. I.Changing the Educational System According to Martin, why is it necessary to reform senior secondary education at this time? (2 marks) (i) To be more in line with ____________________________________________ (ii) So that more students can __________________________________________ __________________________________________________________________ Sample Question Type 1

30. I.Changing the Educational System According to Martin, why is it necessary to reform senior secondary education at this time? (2 marks) (i)To be more in line with international standards (ii) So that more students can get the benefits of senior secondary schooling NOTE If you give two answers, only your FIRST answer will be marked Suggested Answers (1)

31. Sample Question Type 2 Complete the summary below. Use NO MORE THAN ONE WORD for each answer. (8 marks) 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) _______________ David believes that the reforms are moving in the right (i) _______________ but he is unsure as to whether the new system will really be a but he is unsure as to whether the new system will really be a (ii) _____________ alternative. (ii) _____________ alternative.

32. Suggested Answers (2) David believes that the reforms are moving in the right (i) direction 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 but he is unsure as to whether the new system will really be a (ii) better alternative. (ii) better alternative.

33. Sample Question Type 3 Complete the table below. Complete the table below. Carol feels that there are two important features of the new system that will impact either positively or negatively on how students are assessed. (4 marks) Carol feels that there are two important features of the new system that will impact either positively or negatively on how students are assessed. (4 marks) Feature 1 Positive impact on assessment Feature 1 Positive impact on assessment

34. Suggested Answers (3) Complete the table below. Complete the table below. Carol feels that there are two important features of the new system that will impact either positively or negatively on how students are assessed. (2 marks) Carol feels that there are two important features of the new system that will impact either positively or negatively on how students are assessed. (2 marks) Feature 1 Positive impact on assessment Feature 1 Positive impact on assessment Only one exam Students spend less time on exam practice

35. Paper 3 Suggestions  Read upcoming questions carefully during pauses  Use background knowledge (topics, context)  Listen to spoken English, including a wide variety of genres, accents and speeds  Grammar is ONLY important in the ‘one word answer’ section Connie agrees David’s view  Connie agrees David’s view  Connie supports David’s view Connie supports David’s view  Spelling is ONLY important for proper names, job titles & other ‘fixed’ items, unless the meaning is changed Tourist Management  Tourism Management Board based education  Broad based education

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

37. Assessment Format Part 1  Task 1A Reading Aloud (prose)  Task 1B Telling/Recounting/ Presenting (monologue) Presenting (monologue) 10 minutes preparation 10 minutes preparation 5 minutes performance

38. Part 2 Group Interaction Assessment Format 5 minutes to prepare 5 minutes to prepare 3 or 4 candidates in a group 3 or 4 candidates in a group Time limit Time limit 10 Minutes (3 candidates)10 Minutes (3 candidates) 13 minutes (4 candidates)13 minutes (4 candidates) Discuss an education-related topic / situation 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 …

39. 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.Organization and cohesion Task 2 Group interaction Scale 5.Interacting with peers Scale 6.Discussing educational matters with peers

40. Reliability  All assessors are from HK tertiary institutions  Two assessors per assessment  Pre-assessment training  During assessment - monitoring by Chief Examiner

41. Recording  Your performance will be recorded  If you agree to sit for the assessment, you agree to the recording  Reasons Appeals & complaints Appeals & complaints Assessor training Assessor training HKEAA modernisation HKEAA modernisation

42. Recording Set-up

43. Suggestions  Reading aloud Read phrase by phrase, not word by word Read phrase by phrase, not word by word Don ’ t try to be too dramatic Don ’ t try to be too dramatic  Recounting How much can you do in 1 – 2 minutes? How much can you do in 1 – 2 minutes? Two or three main points Two or three main points Clear structure Clear structure  Group discussion 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

44. Concluding Remarks  LPATE is a test for teachers, not a general English test  It is possible to practice for it  Treat it like a driving test, with certain skills to be demonstrated under controlled conditions  Examiners and oral assessors are well- trained experts who want a fair assessment

45. Good Luck!