LPATE 2014

2014
Paper V
Classroom Language Assessment
(CLA)
Briefing for Candidates

9 November 2013

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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

Assessment period:

18 November 2013 (Monday) – 31 March 2014 (Monday)

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

Second assessment visits

for EDB to monitor the entire assessment through
verifying the actual attainment of various CLA
standards
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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location of classroom
 I. Arrangements – Points to note

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

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
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,
8 contact numbers)
 II.
II. The Assessment – Choice of Lesson

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
Choice of Lesson

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

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 settin
setting

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

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
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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 II. The Assessment – Criteria / Scales
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?

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 II. The Assessment – Criteria / Scales
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
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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 II. The Assessment – Criteria / Scales
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

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 II. The Assessment – Criteria / Scales
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

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 II. The Assessment – Criteria / Scales
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

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 II. The Assessment – Criteria / Scales
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 – Criteria / Scales
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)

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 II. The Assessment – Post-
Post-assessment

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, 2014

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 Further Detai
Details
etails

Language Proficiency Assessment for Teachers

(English Language) Handbook (October 2010)
(available on EDB / HKEAA websites)

Language Proficiency Assessment for Teachers

(English Language) Assessment Report 2013
(available on EDB / HKEAA websites)

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 For enquiries
enquiries

Language Teacher Qualifications (LTQ) Team, EDB

Tel : 2892 5493
Fax : 2123 1229 (submitting timetables)
Email : [email protected]
Website : http://www.edb.gov.hk
> Teachers Related
> Qualifications, Training and Development
> Qualification
25 > Language Proficiency Requirement
 For enquiries
enquiries

Hong Kong Examinations and Assessment Authority

(HKEAA)
Tel : 3268 8860
Fax : 3268 8990
Email : [email protected]
Website : http://www.hkeaa.edu.hk
> LPAT

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 Q&A

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