Classroom Language Assessment

LPATE
Paper V
Classroom Language Assessment
( C LA )
1
Briefing for Candidates
LPATE 2009
I. The Arrangement
II. The Assessment
2
I. The Arrangement :
Points to note (1)
 2 assessments, each by a different assessor from EDB
 Each assessor observes one single lesson
 To take place between December 2008 and early April
2009
 Only 1 visit completed = ABSENT
3
I. The Arrangement :
Points to note (2)
 Assessor to notify candidate by phone at least 5 days
prior to the visit: the date, the time, the lesson
 Candidate to
 acknowledge and confirm the details
 indicate the need for a briefing which is
- optional, not part of the assessment
- an opportunity for the candidate to give the
assessor some background information about the
school, students, content of lesson, etc prior to the
assessment
 provide information to facilitate the visit e.g. transport
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I. The Arrangement :
Points to note (3)
 Assessor to fax Confirmation Sheet to candidate
through the school
 Candidate to
 study the confirmation sheet carefully to check the
details of the visit and to read the notes contained
 inform the school head and other relevant parties
of the visit
 keep the confirmation sheet as a reminder/ for
future contact
5
I. The Arrangement :
Points to note (4)

No change to the confirmed schedule unless fully justified

Prompt notification in case of unforeseen circumstances
(including sickness)

Absence to be supported in writing (e.g. medical
certificate)

Early notification and written confirmation in case of
withdrawal from the assessment
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I. The Arrangement :
Points to note (5)
A reminder
 Complete personal teaching timetable and school
calendar, both as officially issued by the school, must be
provided; copies should be clear and ‘legible’
 If not already submitted, fax copies to the LPA Team (to
include name, Demand Note Number, subject entered,
contact phone number 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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II. The Assessment :
The Lesson (1)
 Duration – one lesson, about 30 minutes
 At least 20 minutes of continuous teaching
 Unduly interrupted lesson might call for a
second visit (at the discretion of the
assessor)
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II. The Assessment :
The Lesson (2)

Assessor normally arrives earlier than
scheduled to allow time for a briefing

Reception at the general office generally
expected
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II. The Assessment :
The Lesson (3)
 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
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II. The Assessment :
The Lesson (4)
 No observer/co-teaching/ (audio/video)
recording during the assessment
 Use of microphone allowed
 Cantonese not encouraged
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II. The Assessment :
The Lesson (5)
 The lesson should provide enough
evidence on all the 4 scales
Grammatical and Lexical Accuracy and
Range
Pronunciation, Stress and Intonation
Language of Interaction
Language of Instruction
 A written lesson plan not required
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II. The Assessment :
The Lesson (6)
 Examples of lessons not suitable for
assessment:
 Lessons that do not provide evidence
on all four scales
e.g. dictation
 Lessons largely dominated by student
activities with little teacher input
e.g. drama and composition
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II. The Assessment :
Assessment criteria/scales (1)
 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
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II. The Assessment :
Assessment criteria/scales (2)
 4 assessment scales
Grammatical and Lexical Accuracy and Range
Pronunciation, Stress and Intonation
Language of Interaction
Language of Instruction
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II. The Assessment :
Assessment criteria/scales (3)
 To attain LPR – ‘3’ or above on all
4 scales
(with one ‘2.5’ allowed)
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II. The Assessment :
Assessment criteria/scales (4)
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
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II. The Assessment :
Assessment criteria/scales (5)
Grammatical and Lexical Accuracy and Range
Examples of errors
–
The little children lost his way.
– I’ll let you to choose.
– Which one you want?
– Can you tell me what is it ?
– The movie was bored.
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II. The Assessment :
Assessment criteria/scales (6)
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
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II. The Assessment :
Assessment criteria/scales (7)
Pronunciation, Stress & Intonation
 Examples of problem areas
– Consonants (neighbour/labour)
– Vowels (sleep/slip)
– Consonant clusters (play/pay)
– Final consonants (line/lie)
– Stress (superlative)
– Intonation (What is it?)
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II. The Assessment :
Assessment criteria/scales (8)
Language of Interaction
 Smooth interaction with students using a range
of effective and appropriate language
 Mainly concerned with
Eliciting, Questioning, Reformulating
Prompting & Probing, Seeking clarification or
repetition
Giving feedback/comments, Acknowledging
answers, Offering confirmation
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II. The Assessment :
Assessment criteria/scales (9)
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
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II. The Assessment :
Assessment criteria/scales (10)
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
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II. The Assessment :
Assessment criteria/scales (11)
Language of Instruction

Some common classroom situations
Teacher explaining a grammar point
Teacher grouping students for an activity
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II. The Assessment :
After the assessment
 No discussion with the assessor on the
results or the lesson itself
 Results to be issued by HKEAA
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References



Language Proficiency Assessment for
Teachers (English Language) Handbook
(October 2007)
Language Proficiency Assessment for
Teachers (English Language) Assessment
Report 2008 (on EDB / HKEAA websites)
Confirmation Sheet
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Information & Enquiries (1)

LPA Team, EDB
Tel :
2186 8182
Fax :
2123 1229
Email : [email protected]
Website : http://www.edb.gov.hk
>Teachers’ Development
>Training & Qualifications
>Language Proficiency Requirement
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Information & Enquiries (2)
 HKEAA
Tel :
Fax :
3268 8860
3268 8990
Email : [email protected]
Website : http://www.hkeaa.edu.hk
> LPAT
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