LPAT Briefing Session (English Language) 9 Nov 2013 · LPAT Briefing Session (English Language) Date: 9 November 2013 ... descriptive etc.) Text input of about 200 words ... Item

LPAT Briefing Session (English Language)

Date: 9 November 2013 (Saturday)Time: 1:00pm - 3:30pmVenue: Queen’s College

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

(LPAT English Language), HKEAA

Josephine CHEUNG 2:45pm – 3:15pmLanguage Proficiency Assessment Section, EDB

Introduction to the LPATE

Dr. Neil DRAVE

Manager of Assessment

Development, 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

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Structure of the LPATE

LPATE

Reading Writing Listening Speaking

CompositionError 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 followingquestions. You may use words from thepassage or your own words except whereexplicitly stated. You do not have toanswer each question in completesentences but make sure that youranswers are full enough and coherentenough for the assessor to understand.

1. (2010)

Reading Passage

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]

Question 1

‘What factors suggest that electronic books

might become popular in Japan?’

Sample Passages & Questions (1)

Sample Questions (2)

� Question 1 (Passage B)

‘What factors suggest that electronic books

might become popular in Japan?’

� Answer

Book lovers and gadget/technology buffsBook lovers and gadget/technology buffsBook lovers and gadget/technology buffsBook lovers and gadget/technology buffs[information retrieval; need both parts]

Sample Questions (3)

� 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 Passages & Questions (4)

2. (2011) The 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 Questions (5)

(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.

� Question 4 ‘What phrase suggests that what the workmen did was very challenging?’� Passage Answer

a work of giantsa work of giantsa work of giantsa 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

composition

� Task 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)

Task

Write a letter to the Editor, responding to the letterabove. In your letter, give your opinion on whetherParkour should be promoted to help Hong Kongpeople become fitter. You should also give two othersuggestions, with justifications, of suitable activitiesto improve the (physical) fitness of HK people.

Write about 400 words.

Sample Writing Part 1 Task (2007)

Task

Your Principal has provided HK$2000 to run acampaign to promote healthy eating in your school.He is now asking for suggestions on how best tospend this money.

Write to the Principal outlining some of theproblems with students’ eating habits andsuggesting 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 beaddressed

� Plan how you will address each for abalanced 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

� Correct only the underlined & numbered

parts

Sample 2A Task (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 to lessen the to lessen the to lessen the pollution, like not pollution, like not pollution, like not pollution, like not smokingsmokingsmokingsmoking

(3) even my 15even my 15even my 15even my 15----year old year old year old year old sister.sister.sister.sister.

Sample Task 2B (1) 2013

Item 16: I am agree that receiving international

education can cause stress.

There is one error in this sentence. In this context,

the lexical item ‘agree’ is a/an (a) ____________ ,

not an adjective. Therefore, ‘am’ should be

deleted. Alternatively, the writer could replace

‘am’ with the (b) ____________ ‘do’ to indicate

(c) __________________________ .

Sample Answers (1)

Item 16: I am agree that receiving international

education can cause stress.

There is one error in this sentence. In this context, the lexical item ‘agree’ is a/an (a) verbverbverbverb , not an

adjective. Therefore, ‘am’ should be deleted.

Alternatively, the writer could replace ‘am’ with the (b) auxiliary // dummy (verb)auxiliary // dummy (verb)auxiliary // dummy (verb)auxiliary // dummy (verb) ‘do’ to indicate (c)

emphasis // certainty // a strong feelingemphasis // certainty // a strong feelingemphasis // certainty // a strong feelingemphasis // certainty // a strong feeling .

Sample Task 2B(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 // modifier // adverb // modifier // adverb // modifier // adverb // intensifierintensifierintensifierintensifier ‘too’; however, the (b)

comparative (adjective)comparative (adjective)comparative (adjective)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 fast cars…’ My mother also likes fast cars…’ My mother also likes fast cars…’ ����

‘My mother also likes to drive cars quickly…’ My mother also likes to drive cars quickly…’ My mother also likes to drive cars quickly…’ 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 nameShe writes a message on the notepad and draws a line to his nameShe writes a message on the notepad and draws a line to his nameShe 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 ONEWORD for each answer. (8 marks)

David believes that the reforms are moving in the right (i) directiondirectiondirectiondirectionbut he is unsure as to whether the new system will really be a (ii) betterbetterbetterbetter alternative.

Question Types (2)

3. Filling in blanks in a flowchart

4. Filling in or ticking cells in a table

5. Filling in gaps in a bulleted list

6. Multiple choice

7. Diagram labelling

8. Numbers and dates

9. 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 agreesagreesagreesagrees David’s view

�

� Connie supportssupportssupportssupports David’s

view �

� Spelling ONLY important for

proper names & job titles,

unless the meaning is

changed

� TouristTouristTouristTourist Management �

� TourismTourismTourismTourism Management �

� BoardBoardBoardBoard based education �

� BroadBroadBroadBroad based education �

Paper 4 Speaking

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

�Part 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)

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

Good Luck!