1 lpate 2011 paper v classroom language assessment (cla)
TRANSCRIPT
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LPATE 2011 Paper V
Classroom Language Assessment (CLA)
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Briefing for Candidates
I. The Arrangement
II. The Assessment
III. Q & A
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I. Arrangements – Points to note
Assessment period:
End of November 2010 – early April 2011
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)
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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
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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 need for 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
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Confirmation Sheet sent 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
I. Arrangements – Points to note
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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
I. Arrangements – Points to note
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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 LPA Team immediately of
any subsequent changes (e.g. the timetable, the school calendar, contact numbers)
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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
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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
II. The Assessment – Choice of lesson
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Assessor normally arrives 10 minutes before the lesson to allow time for a briefing (if arranged)
Reception at the general office generally expected
II. The Assessment – Before the assessment
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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
II. The Assessment – Classroom setting
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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
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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
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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?
II. The Assessment – Criteria / Scales
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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
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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?)
II. The Assessment – Criteria / Scales
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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
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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
II. The Assessment – Criteria / Scales
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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
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Language of Instruction
Some common classroom situations
Teacher explaining a grammar point
Teacher grouping students for an activity
II. The Assessment – Criteria / Scales
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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
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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, 2011
II. The Assessment – Post-assessment
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Language Proficiency Assessment for Teachers (English Language) Handbook(October 2010)(available on EDB / HKEAA websites)
Language Proficiency Assessment for Teachers (English Language) Assessment Report 2010(available on EDB / HKEAA websites)
For further details
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LTQ Team, EDB
Tel : 2186 8749
Fax : 2123 1229 (submitting timetables)
Email : [email protected]
Website : http://www.edb.gov.hk
> Teachers’ Development
> Training & Qualifications
> Language Proficiency Requirement
For enquiries
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HKEAA
Tel : 3268 8860
Fax : 3268 8990
Email : [email protected]
Website : http://www.hkeaa.edu.hk
> LPAT
For enquiries
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Q & A
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