LPATE 20 12 Paper V

1. LPATE 2012Paper V Classroom Language Assessment (CLA)

2. Briefing for Candidates I. The Arrangement II. The Assessment III.Q & A

3. I. Arrangements – Points to note • Assessment period: End of November 2011 – End of March 2012 • ONE assessment visit arranged for each candidate, with some candidates receiving a SECOND assessment visit(throughout the whole assessment period) • A small number of paired visits in which two assessors observe the same lesson(only at the beginning stage of the assessment)

4. I. Arrangements – Points to note • Purpose of second assessment visits: - for EDB to monitor the entire assessment through verifying the actual attainment of various CLA standards • Purpose of paired assessment visits: - for EDB to monitor assessors’ performance

5. I. Arrangements – Points to note • Notification by phone by the assessor(s) at least 5 days prior to the visit • Candidates should • confirm details of the visit • indicate the needfor a briefing, which • is optional (to give the assessors some background information about the school, students, content of lesson, etc.) • does NOT constitute any part of the assessment • provide information to facilitate the visit e.g. transport

6. I. Arrangements – Points to note • Confirmation Sheetsent to candidates through the school fax no. • Candidates should • check the details of the visit and read the notes on the Confirmation Sheet carefully • keep the Confirmation Sheet as a reminder / for future contact • inform the school head and relevant parties of the visit e.g. Janitors at the entrance, GO

7. I. Arrangements – Points to note • No change to the confirmed schedule unless fully justified and agreed upon by the assessor • Prompt notification and written confirmation in case of unforeseen circumstances / withdrawal from the assessment • Medical certificate in case of sickness

8. I. Arrangements – Points to note Reminder If not yet submitted, fax copies to the LTQ Team ASAP: • Complete (whole year) official teaching timetable and school calendar • Copies should include name, Demand Note Number, subject entered, contact phone number, written clearly and legibly on every page Notify the LTQ Team immediately of • any subsequent changes (e.g. the timetable, the school calendar, contact numbers)

9. Duration – one lesson, of which there should be at least 20 minutes of continuous teaching Examples of lessons NOT suitable for assessment: Lessons that do not provide evidence on all 4 scales Lessons largely dominated by student activities with little teacher input II. The Assessment – Choice of lesson

10. II. The Assessment – Choice of lesson • The lesson should provide sufficient evidence on all 4 scales • Grammatical and Lexical Accuracy and Range • Pronunciation, Stress and Intonation • Language of Interaction • Language of Instruction • Not meeting this minimum requirement of duration as a result of external factors would call for a second visit • A written lesson plan NOT required

11. II. The Assessment – Before the assessment • Assessor normally arrives 5-10 minutes before the lesson to allow time for a briefing (if arranged) • Reception at the general office generally expected

12. II. The Assessment – Classroom setting • Assessor to be seated at the back of the classroom, preferably at a distance from the students • Use of microphone allowed • Assessor not to be invited to take part in class activities • No (audio/video) recording / observer / co-teaching during the assessment • Use of Cantonese not encouraged

13. II. The Assessment – Criteria / Scales • 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

14. II. The Assessment – Criteria / Scales Grammatical and Lexical Accuracy and Range • The ability to use an appropriate range of grammatical structures and vocabulary accurately • Demonstrated in • Accuracy, variety and complexity of language used • Amount and types of errors made • Evidence of self-correction or reformulation

15. II. The Assessment – Criteria / Scales Grammatical and Lexical Accuracy and Range • Examples of errors • The little children lost his way. • The movie was bored. • I’ll let you to choose. • Raise up your hand. • Can you tell me which one do you like?

16. II. The Assessment – Criteria / Scales 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 • Demonstrated in • The use of appropriate stress & intonation patterns • Accuracy in pronunciation • Amount and types of errors

17. II. The Assessment – Criteria / Scales Pronunciation, Stress & Intonation • Examples of problem areas • Consonants (neighbour/labour; receipt) • Consonant clusters (play/pay) • Final consonants (line/lie; walked) • Vowels (sleep/slip; purpose) • Stress (superlative; argumentative) • Intonation (Where do you live?)

18. II. The Assessment – Criteria / Scales Language of Interaction • Smooth interaction with students using a range of effective and appropriate language • Demonstrated in • Eliciting, modifying and reformulating questions, giving clues and hints • Giving confirmation, seeking clarification or repetition • Providing feedback / comments, acknowledging answers

19. II. The Assessment – Criteria / Scales Language of Interaction • Some common classroom situations • A student saying ‘I don’t know’ or “No” when a positive answer is expected • A student giving the wrong answer • Class doing group work with teacher monitoring

20. II. The Assessment – Criteria / Scales Language of Instruction • The ability to present and explain lesson content clearly and naturally and to give clear instructions • Demonstrated in • Presenting & explaining a teaching point • Giving instructions for activities / homework / classroom management • Organization of discourse or a part of lesson / activity

21. II. The Assessment – Criteria / Scales Language of Instruction • Some common classroom situations • Teacher explaining a grammar point • Teacher grouping students for an activity

22. II. The Assessment – Criteria / Scales • 4 assessment scales • Grammatical and Lexical Accuracy and Range • Pronunciation, Stress and Intonation • Language of Interaction • Language of Instruction • To attain LPR – ‘3’ or above on all 4 scales (with one ‘2.5’ allowed)

23. II. The Assessment – Post-assessment • The assessor will NOT discuss with any school personnel the performance of the teacher or the students or the lesson itself • Results will be issued by HKEAA around late May, 2012

24. For further details • Language Proficiency Assessment for Teachers (English Language) Handbook(October 2010)(available on EDB / HKEAA websites) • Language Proficiency Assessment for Teachers (English Language) Assessment Report 2011(available on EDB / HKEAA websites)

25. For enquiries LTQ Team, EDB Tel : 2186 8749 Fax : 2123 1229 (submitting documents) Email : aaltq@edb.gov.hk Website :http://www.edb.gov.hk > Teachers’ Development > Training & Qualifications > Language Proficiency Requirement

26. For enquiries HKEAA Tel : 3268 8860 Fax : 3268 8990 Email : lpat@hkeaa.edu.hk Website : http://www.hkeaa.edu.hk > LPAT

27. Q & A