LPAT Briefing Session (English Language)

LPAT Briefing Session (English Language)

Date: 10 November 2012 (Saturday)   Time: 1:00pm - 3:30pm  Venue: Hotung Secondary School 

Speakers: Dr Neil DRAVE 1:00pm – 2:20pm  Manager - Assessment Development

(LPAT English Language), HKEAA  

Evian TONG 2:45pm – 3:15pm Language Proficiency Assessment Section, EDB

Introduction to the LPATE

Dr. Neil DRAVEDr. Neil DRAVEManager of Assessment Manager of Assessment Development, HKEAADevelopment, HKEAA

Rundown

Aims of the Session How the LPATE is assessed Outline of the Papers

Paper 1 (Reading) Paper 2 (Writing) Paper 3 (Listening) Paper 4 (Speaking)

Break (& Question submission time) Questions (Paper 1 – 4) Paper 5: Classroom Language

Assessment (CLA) Questions (Paper 5)

Aims

Introduce the assessment approach Introduce each LPATE paper, with

examples from recent assessments Give you some hints about how to do

well Answer questions More information in the Handbook for

Candidates

Assessment TypesNorm-referenced vs. Standards-referenced

0

10

20

30

40

50

60

70

80

Level 1 Level 2 Level 3 Level 4 Level 50

10

20

30

40

50

60

70

80

Level 1 Level 2 Level 3 Level 4 Level 5

Structure of the LPATE

LPATE

Reading Writing Listening Speaking

Composition Error correction/ explanation

CLA (EDB)

Paper 1 Reading  Duration: one hour 30 minutes 3 Reading Comprehension passages Passages are about 1 page of A4 each One longer, two shorter (may change from

year to year) Most require phrases or sentences as

answers Topics and genres will be of different kinds Some MC questions (4 options) – blacken the

circle  

Rubric

Passage A Please answer the following questions. You may use words from the passage or your own words except where explicitly stated. You do not have to answer each question in complete sentences but make sure that your answers are full enough and coherent enough for the assessor to understand.

Passage B

With all its book lovers and gadget and technology buffs, Japan would seem to have the makings of a large market for electronic books. [continues]

Passage CThe Dinosaur

In my grandmother’s dining-room there was a glass-fronted cabinet and in the cabinet a piece of skin. It was a small piece only, but thick and leathery, with strands of coarse reddish hair. [continues]

Sample Passages (2010)

Sample Questions (1)

Question 1 (Passage B)‘What factors suggest that electronic books

might become popular in Japan?’ Answer

Book lovers and gadget/technology buffs [information retrieval]

Sample Questions (2)

Question 2‘What does ‘This’ (line 10) refer to?’

[reference - exact words or paraphrase] Question 3

‘What may be the reasons that electronic comic books are profitable in Japan?’ (2 marks)

[inference – 2 reasons]

Sample Questions (3)

Question 4 (Passage C)‘What phrase suggests that what the workmen did was very challenging?’

Passage (transporting a frozen dinosaur)‘I pictured blood and ice, flesh and salt, gangs of workmen and lines of barrels along a shore - a work of giants and all to no purpose.’

Answera work of giants [be specific]

Paper 1 Suggestions

Refer to the text for answers (don’t rely on personal knowledge or experience)

Copy, summarise or paraphrase information in the text

If copying, don’t copy too much: only your FIRST answer (or section) will be marked

Pay attention to the number of marks 2 marks usually means more than one piece of

information 1 mark MAY mean one piece of information or may

mean that it is two closely linked pieces e.g. Q = ‘Where did the writer find materials in English’ A = Record stores and second-hand book stores (1 mark)

Make sure answers are grammatical

Paper 2 Writing

Part 1: Task 1 Composition Writing

Part 2: Task 2A Correcting errors in a student’s

compositionTask 2B Explaining errors in a student’s

composition

Part 1: Task 1 Composition

Different text types to write (expository, narrative, descriptive etc.)

Text input of about 200 words Suggested length – 400 words Scales and descriptors used to judge

quality of writing

Sample Part 1 Prompt (2010)Read the following letter about an interesting form of exercise.

Dear EditorAs Chairman of the HK Love for Parkour Association, I am unhappy about the misconceptions of Parkour that I have seen in the media recently, and am writing to clarify what Parkour is really about.

[continues 150 – 200 words total]

Sample Writing Part 1 Task (2010)

TaskWrite a letter to the Editor, responding to the letter above. In your letter, give your opinion on whether Parkour should be promoted to help Hong Kong people become fitter. You should also give two other suggestions, with justifications, of suitable activities to improve the (physical) fitness of HK people.

Write about 400 words.

Sample Writing Part 1 Task (2007)

TaskYour Principal has provided HK$2000 to run a campaign to promote healthy eating in your school. He is now asking for suggestions on how best to spend this money.

Write to the Principal outlining some of the problems with students’ eating habits and suggesting two ways of using the funds provided.

 Write about 400 words.

Scales and Descriptors

Scale 1 Organisation and Coherence Scale 2 Grammatical & Lexical

Accuracy/Range Scale 3 Task Completion

Scale 1: Organisation and coherence

Unity: each paragraph should deal with one topic only

Coherence: the overall flow/development should be clear

Cohesion: use cohesive devices such as conjunctions, referencing and repetition of key words and phrases wisely - make sure that connectives aren’t overused

Conciseness: do not write more than is necessary

Scale 2: Grammatical & lexical accuracy/range

Accuracy Sentence structure Agreement Tense and aspect Voice Collocation

Variety (complexity, naturalness) Vocabulary and phrasing Fixed expressions vs. cliché

Scale 3: Task completion

Read the task instructions carefully Identify the specific areas to be

addressed Plan how you will address each for a

balanced piece of writing

Composition marking and grading

All scripts are double marked Discrepancies are 3rd marked by

CE or Assistant CE Many scripts are check-marked All scripts undergo a Fair Averaging

process to cancel out any effects of marker leniency or harshness

Paper 2 Part 1 Suggestions

Read English texts e.g. opinion pieces in newspapers

Become familiar with the basic structure of different types of texts

Increase your vocabulary using a thesaurus & other tools

Don’t just copy ideas from the prompt – expand upon them

Paper 2 Part 2

Task 2A – Detecting & Correcting Errors / Problems in a Student Composition

Task 2B – Explaining Errors / Problems

Questions are in the Question booklet, write answers in the Question Answer booklet

Sample Task 2A (2008)Correcting Errors

Global warming: What can we do?

I think this not good to our planet. (1) We had to work to stop damaging us planet. There is much things we may do (2) to less the pollution like not to smoke, not drive and not to waste electricity. [continues]

Task 2A Suggested Answers (1) We had to work to

stop damaging us planet.

(2) to less the pollution like not to smoke, not drive and not to waste electricity.

(3) even so my 15-years old sister.

(1) Sample only – answer will be given

(2) to lessen the pollution, like not smoking

(3) even my 15-year old sister.

Writing Task 2B Sample Questions (1) 2009

Item 17: we celebrated at a very (17) good restaurant he help prepare the food

There are two errors in this sentence. The first relates to the need for a/an (a) _________________ ‘where’ to tell the reader the location of the father’s food preparation. The second error is one of agreement. The subject is ‘he’, which is (b) ___________________________, and so the verb should be ‘helps’ not ‘help’.

Sample Answers (1)

Item 17: we celebrated at a very (17) good restaurant he help prepare the food

There are two errors in this sentence. The first relates to the need for a/an (a) relative pronoun ‘where’ to tell the reader the location of the father’s food preparation. The second error is one of agreement. The subject is ‘he’, which is (b) third person singular, and so the verb should be ‘helps’ not ‘help’.

Sample Questions (2) 2008

Item 17: … polar bear is (17) too cuter than the panda

There is one error. The writer has used a/an (a)______________ ‘too’; however, the (b)_____________ ‘cuter’ is sufficient.

Sample Answers (2)

Item 17: … polar bear is (17) too cuter than the panda There is one error. The writer has used a/an (a) modifier [adverb/intensifier] ‘too’; however, the (b) comparative (adjective) ‘cuter’ is sufficient.

Paper 2 Task 2 Suggestions (1)

LPATE for teachers of English Tasks 2A and 2B, though related, are two

separate tasks Task 2A

Correct only the underlined and numbered items Do not make unnecessary changes e.g.‘My mother also likes fastly cars…’‘My mother also likes fast cars…’ ‘My mother also likes to drive cars

quickly…’

Paper 2 2A/2B Suggestions (2)

Task 2B Refer back to student composition Be specific e.g. the type of pronoun / conditional

Revise basic grammatical terminology (‘metalanguage’) Various answers (‘systems’) are allowed Grammar book

easy to use from a reputable publisher

If in doubt, put more detail Spelling is important but mistakes will be penalised

only once

Paper 3 Listening

Duration: One hour Pauses included throughout & 10 minutes at the

end 3 or 4 texts e.g. radio discussions, debates,

monologues, podcasts/webcasts Different topics (not necessarily education related) Up to 4 speakers & host Native speakers of English & non-native speakers Male & Female ‘Normal’ speed for the type of discourse Complete answers as you listen

Question types (1) 1. Open-ended

How does Carmen send a message to Jeff Orlando?She writes a message on the notepad and draws a line to his name[need BOTH parts]

2. Gap-filling in a connected paragraph

Complete the summary below. Use NO MORE THAN ONE WORD for each answer. (8 marks)  

David believes that the reforms are moving in the right (i) direction

but he is unsure as to whether the new system will really be a (ii) better alternative.

Question Types (2)

3. Filling in blanks in a flowchart4. Filling in or ticking cells in a table5. Filling in gaps in a bulleted list6. Multiple choice7. Diagram labelling8. Numbers and dates9. Sentence completion using

speaker’s exact words

Paper 3 Suggestions

Read upcoming questions carefully during pauses

Use background knowledge (topics, context)

Grammar ONLY important in ‘one word answer’ section Connie agrees David’s

view Connie supports David’s

view

Spelling ONLY important for proper names & job titles, unless the meaning is changed Tourist Management Tourism Management Board based education Broad based education

Paper 4 Speaking

Part 1 (individual)Part 1 (individual)Task 1A Reading aloudTask 1A Reading aloudTask 1B RecountTask 1B Recount

Part 2 Group InteractionPart 2 Group Interaction

Assessment FormatPart 1

Task 1A Reading Aloud (prose)

Task 1B Telling/Recounting/

Presenting (monologue)

10 minutes to

prepare for both parts

5 minutes for the test (both parts)

Part 2 Group Interaction Assessment Format

5 minutes to prepare in the classroom 3 or 4 candidates in a group (random

assignment) Time limit

10 Minutes (3 candidates) 13 minutes (4 candidates)

Discuss an education-related topic / situation E.g. planning something, deciding what to do about

something, reflecting on the past, coming up with a policy…

Scales and Descriptors

Task 1A Reading aloudScale 1. Pronunciation, stress and intonationScale 2. Reading aloud with meaning

Task 1B Recounting / PresentingScale 3. Grammatical & lexical accuracy / rangeScale 4. Organisation & cohesion

Task 2 Group interactionScale 5. Interacting with peersScale 6. Discussing educational matters with

peers

Reliability

All oral examiners are from HK tertiary institutions

Two examiners per assessment Pre-assessment training &

standardisation During assessment - monitoring by

Chief Examiner

Recording

Your performance will be recorded If you agree to sit for the

assessment, you agree to the recording

Reasons Appeals & complaints Examiner training Research

Recording Set-up

Suggestions

Reading aloud Read phrase by phrase,

not word by word Don’t try to be too

dramatic Don’t be too slow – 2.5

to 3 minutes is about right

Recounting How much can you do in

1 – 2 minutes? Two or three main

points Clear structure Can be in a

conversational or an ‘oral presentation’ style

Group discussion Conversational style Don’t try to dominate Don’t just ask questions Build upon what others

have said Refer to your actual

(learning/teaching) experience if possible

Handbook for Candidates (+CD, DVD) – New version 2010

Concluding Remarks LPATE is a test for teachers, not a general

English test It is possible to practice for it (see past

papers) Treat it like a driving test, with certain skills

to be demonstrated under controlled conditions

Markers and Oral Examiners are well-trained experts who want a fair assessment

GoodGood LuckLuck!!