LPATE 2013 Paper V Classroom Language Assessment CLA

LPATE 2013 Paper V Classroom Language Assessment (CLA) 1

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

I. Arrangements – Points to note ¡ Assessment period: 19 November 2012 – 28 March 2013 ¡ 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) 3

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 4

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

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

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 7

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) 8

II. The Assessment – Choice of lesson ¡ Duration – one lesson, normally 30 -40 minutes, of which there should be at least 20 minutes of continuous teaching ¡ Not meeting this minimum requirement of duration as a result of external factors would call for a second visit 9

II. The Assessment – Choice of lesson ¡ ¡ Ø The lesson should provide sufficient evidence on all 4 scales Ø Grammatical and Lexical Accuracy and Range Ø Pronunciation, Stress and Intonation Ø Language of Interaction Ø Language of Instruction Examples of lessons NOT suitable for assessment: Ø Lessons that do not provide evidence on all 4 scales Ø Lessons largely dominated by student activities with little teacher input A written lesson plan NOT required 10

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 11

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 12

II. The Assessment – Criteria / Scales ¡ Assessment of language proficiency, not teaching methodology ¡ Some general focuses Ø Accuracy of language used Ø Quantity & quality of language used Ø Appropriateness of language used (register, variety, complexity…) Ø Obtrusiveness of language problems 13

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 Ø Ø Ø Accuracy, variety and complexity of language used Amount and types of errors made Evidence of self-correction or reformulation 14

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

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 Ø The use of appropriate stress & intonation patterns Ø Accuracy in pronunciation Ø Amount and types of errors 16

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

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

II. The Assessment – Criteria / Scales Language of Interaction ¡ Some common classroom situations Ø Ø Ø 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 19

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 Ø Ø Ø Presenting & explaining a teaching point Giving instructions for activities / homework / classroom management Organization of discourse or a part of lesson / activity 20

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

II. The Assessment – Criteria / Scales ¡ 4 assessment scales Ø Ø Pronunciation, Stress and Intonation Ø Language of Interaction Ø ¡ Grammatical and Lexical Accuracy and Range Language of Instruction To attain LPR – ‘ 3’ or above on all 4 scales (with one ‘ 2. 5’ allowed) 22

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, 2013 23

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 2012 (available on EDB / HKEAA websites) 24

For enquiries LTQ Team, EDB Tel : 2892 5493 Fax : 2123 1229 (submitting documents) Email : gcltq@edb. gov. hk Website : http: //www. edb. gov. hk > Teachers’ Development > Training & Qualifications > Language Proficiency Requirement 25

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

Q&A 27

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