1 LPATE 2010 Paper V Classroom Language Assessment (CLA)

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

3 I. Arrangements – Points to note To take place between December 2009 and early April visits, each by a different assessor from EDB Each assessor observes one single lesson Only 1 visit completed = ABSENT

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

5 Confirmation Sheet Confirmation Sheet to candidates through the school by fax Candidates should  check the details of the visit and read the notes on the Confirmation Sheet carefully  inform the school head and relevant parties of the visit e.g. Janitors at the entrance, GO  keep the confirmation sheet as a reminder / for future contact I. Arrangements – Points to note

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

7 Reminder If not yet submitted, fax copies to the LPA Team Complete official teaching timetable and school calendar issued by the school Copies should include name, Demand Note Number, subject entered, contact phone number, written clearly and legibly on every page Notify the LPA Team immediately of any subsequent changes (e.g. the timetable, the school calendar, contact numbers)

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

9 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 A written lesson plan NOT required II. The Assessment – Choice of lesson

10 Assessor normally arrives 10 minutes before the lesson to allow time for a briefing Reception at the general office generally expected II. The Assessment – Classroom setting

11 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 No (audio/video) recording / observer / co-teaching during the assessment Use of microphone allowed Cantonese not encouraged II. The Assessment – Classroom setting

12 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 II. The Assessment – Criteria / Scales

13 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) II. The Assessment – Criteria / Scales

14 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 II. The Assessment – Criteria / Scales

15 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.  Which one you want?  Can you tell me what is it ? II. The Assessment – Criteria / Scales

16 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 II. The Assessment – Criteria / Scales

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

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

19 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 II. The Assessment – Criteria / Scales

20 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 or a part of lesson / activity II. The Assessment – Criteria / Scales

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

22 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, 2010 II. The Assessment – Post-assessment

23 Language Proficiency Assessment for Teachers (English Language) Handbook (October 2007) Language Proficiency Assessment for Teachers (English Language) Assessment Report 2009 (available on EDB / HKEAA websites) For details

24 LPA Team, EDB Tel : Fax: Website : > Teachers’ Development > Training & Qualifications > Language Proficiency Requirementhttp:// For enquiries

25 HKEAA Tel : Fax : Website : > LPAThttp:// For enquiries

26 Q & A

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