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LPATE 2010 Paper VClassroom 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
To take place between December 2009 and early April 2010
2 visits, each by a different assessor from EDB
Each assessor observes one single lesson
Only 1 visit completed = ABSENT
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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
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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
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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
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I. Arrangements – Points to note
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)
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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
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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
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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
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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
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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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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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Grammatical and Lexical Accuracy and Range The ability to use an appropriate range of
grammatical structures and vocabulary accurately
Mainly concerned withAccuracy, 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. Which one you want? Can you tell me what is it ?
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; iron)Consonant clusters (play / pay)Final consonants (line / lie; walked)Vowels (sleep / slip; purpose) Stress (superlative; increase (n.); argumentati
ve) 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’
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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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
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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
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LPA Team, EDB
Tel : 2186 8182
Fax : 2123 1229
Email : lpa@edb.gov.hk
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 : lpat@hkeaa.edu.hk
Website : http://www.hkeaa.edu.hk > LPAT
For enquiries
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Q & A
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