1 / 28

LPATE 20 12 Paper V

LPATE 20 12 Paper V. Classroom Language Assessment (CLA). Briefing for Candidates. I. The Arrangement II. The Assessment III. Q & A. I. Arrangements – Points to note. Assessment period: End of November 2011 – End of March 2012

guri
Download Presentation

LPATE 20 12 Paper V

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. LPATE 2012Paper V Classroom Language Assessment (CLA)

  2. Briefing for Candidates I. The Arrangement II. The Assessment III.Q & A

  3. I. Arrangements – Points to note • Assessment period: End of November 2011 – End of March 2012 • 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)

  4. 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

  5. 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 needfor 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

  6. I. Arrangements – Points to note • Confirmation Sheetsent 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

  7. 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

  8. 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 LTQ Team immediately of • any subsequent changes (e.g. the timetable, the school calendar, contact numbers)

  9. 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

  10. II. The Assessment – 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 • 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

  11. II. The Assessment – Before the assessment • Assessor normally arrives 5-10 minutes before the lesson to allow time for a briefing (if arranged) • Reception at the general office generally expected

  12. II. The Assessment – Classroom 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 during the assessment • Use of Cantonese not encouraged

  13. 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

  14. 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

  15. 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?

  16. 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

  17. 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?)

  18. 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

  19. 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

  20. 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

  21. II. The Assessment – Criteria / Scales Language of Instruction • Some common classroom situations • Teacher explaining a grammar point • Teacher grouping students for an activity

  22. 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)

  23. II. The Assessment – 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, 2012

  24. For 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 2011(available on EDB / HKEAA websites)

  25. For enquiries LTQ Team, EDB Tel : 2186 8749 Fax : 2123 1229 (submitting documents) Email : aaltq@edb.gov.hk Website :http://www.edb.gov.hk > Teachers’ Development > Training & Qualifications > Language Proficiency Requirement

  26. For enquiries HKEAA Tel : 3268 8860 Fax : 3268 8990 Email : lpat@hkeaa.edu.hk Website : http://www.hkeaa.edu.hk > LPAT

  27. Q & A

More Related