LPATE 2016/17 Paper V - 香港考試及評核局€¦ · LPATE 2016/17 Paper V . ... Written lesson...
Transcript of LPATE 2016/17 Paper V - 香港考試及評核局€¦ · LPATE 2016/17 Paper V . ... Written lesson...
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Classroom Language Assessment (CLA)
Briefing for Candidates
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LPATE 2016/17 Paper V
5 November 2016
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Classroom Language Assessment (CLA) Briefing for Candidates
1. The Arrangement
2. The Assessment
3. Q & A
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I. Arrangements – Points to note
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Assessment period:
7 November 2016 (Monday) – 7 April 2017 (Friday)
At least ONE assessment visit arranged for each candidate, with some candidates (about 40%) 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
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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 does NOT constitute any part of the assessment
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I. Arrangements – Points to note
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Confirmation Sheet sent to candidates through the school fax no. provided
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, staff in the General Office
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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
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I. Arrangements – Points to note
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Reminder
If not yet submitted, fax copies to the LTQ Team (2123 1229) ASAP:
Complete 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)
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II. The Assessment – Choice of Lesson
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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
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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
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
Written lesson plan is NOT required
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II. The Assessment – Before the assessment
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Assessor normally arrives 5 – 10 minutes before the lesson starts to allow time for a briefing (if arranged)
Reception at the general office generally expected
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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
Use of microphone allowed
Assessor not to be invited to take part in class activities
No (audio/video) recording / observer / co-teaching / peer lesson observation during the assessment
Use of Cantonese not encouraged
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II. The Assessment – Criteria / Scales
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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
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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
Demonstrated in
Accuracy, variety and complexity of language used
Amount and types of errors made
Evidence of self-correction or reformulation
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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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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
Demonstrated in
The use of appropriate stress & intonation patterns
Accuracy in pronunciation
Amount and types of errors
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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?)
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Language of Interaction
Smooth interaction with students using a range of effective and appropriate language
Demonstrated in
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
Demonstrated in
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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II. The Assessment – Post-assessment
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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, 2017
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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 2016 (available on EDB / HKEAA websites)
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For enquiries
Language Teacher Qualifications (LTQ) Team, EDB Tel : 2892 5783 Fax : 2123 1229 (submitting timetables) Email : [email protected] Website : http://www.edb.gov.hk > Teachers Related
> Qualifications, Training and Development > Qualification > Language Proficiency Requirement 24
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For enquiries
Hong Kong Examinations and Assessment Authority (HKEAA)
Tel : 3628 8860 Fax : 3628 8990 Email : [email protected] Website : http://www.hkeaa.edu.hk
> LPAT
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Q & A
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