LPAT Briefing Session LPAT Briefing Session (English Language)(English Language)

Date:Date: 15 November 2008 (Saturday)15 November 2008 (Saturday)     Time:Time: 1:00pm - 3:30 pm1:00pm - 3:30 pm   Venue:Venue: Queen’s CollegeQueen’s College   Speakers: Speakers: Dr Neil DRAVE 1:00pm – 2:20pmDr Neil DRAVE 1:00pm – 2:20pm   Manager - Assessment Development

(LPAT English Language), HKEAA

     Teresa CHU 2:45pm – 3:15pm Teresa CHU 2:45pm – 3:15pm Language Proficiency Assessment Section, EDB

     

RundownRundown Aims of the SessionAims of the Session Overview of the LPAT English LanguageOverview of the LPAT English Language Outline of the PapersOutline of the Papers

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

Break (& Question submission time)Break (& Question submission time) Questions (Paper 1 – 4)Questions (Paper 1 – 4) Classroom Language Assessment (CLA)Classroom Language Assessment (CLA) QuestionsQuestions

AimsAims

Introduce the AssessmentIntroduce the Assessment Introduce each paper, with examples from Introduce each paper, with examples from

recent assessmentsrecent assessments Give you some hints about how to do wellGive you some hints about how to do well Answer questionsAnswer questions More information in the More information in the Handbook for Handbook for

CandidatesCandidates

Handbook for Candidates Handbook for Candidates (+CD, DVD)(+CD, DVD)

Norm-referenced vs. Standards-Norm-referenced vs. Standards-referenced assessmentreferenced assessment

05

1015

20

2530

35

4045

50

E D C B A

Testscores

Level Level 55

5%5% of of candidatescandidates

Level Level 44

40%40%

Level Level 33

20%20%

Level Level 22

5%5%

Level Level 11

30%30%

Paper 1 ReadingPaper 1 Reading  

Duration: one hour 30 minutesDuration: one hour 30 minutes 3 Reading Comprehension passages3 Reading Comprehension passages Passages are about 1 page of A4 eachPassages are about 1 page of A4 each One longer, two shorter (may change from year One longer, two shorter (may change from year

to year)to year) Most require phrases or sentences as answersMost require phrases or sentences as answers Topics and genres will be of different kindsTopics and genres will be of different kinds Some MC questions (4 options) – blacken the Some MC questions (4 options) – blacken the

circle circle   

Passage

Build an Encyclopedia: Everybody is Invited 

In the last ten years, the Internet has opened up incredible amounts of information to ordinary citizens. But using the Internet can be like walking into a library where the books are all lying on the floor in piles. While tools like Google allow some structured search, much of the data from such searches is outdated or of questionable value. Some web enthusiasts have taken up the task of organizing information through a democratic means that only the Internet allows: an encyclopedia of the people, by the people, and completely free to copy and distribute. This ‘people’s encyclopedia’ of the Web–a free site called Wikipedia–has provided a unique solution by inviting individuals to participate in the process of rationalizing and updating web content. At the heart of this movement are wikis, web sites that allow users to directly edit any web page with one click of the mouse. (The Hawaiian word for ‘quick’, WikiWiki, is the basis for the wiki name.) [continues]

Sample PassageSample Passage

RubricRubric

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.

1.    

 

What is using the Internet compared to?   

(1 mark)

29

2.    

 

In line 9, ‘a unique solution’… to what?    

(1 mark)    

30

3.

    

 

Identify the term used in the first paragraph to refer to the democratic nature of Wikipedia. (1 mark)

   

31

4.    

 

Why is the Hawaiian word WikiWiki used as the basis for the wiki’s name?(1 mark)   

  

32  

 

Sample QuestionsSample Questions

Passage [Underlining not in original!]

Build an Encyclopedia: Everybody is Invited 

In the last ten years, the Internet has opened up incredible amounts of information to ordinary citizens. But using the Internet can be like walking into a library where the books are all lying on the floor in piles. While tools like Google allow some structured search, much of the data from such searches is outdated or of questionable value. Some web enthusiasts have taken up the task of organizing information through a democratic means that only the Internet allows: an encyclopedia of the people, by the people, and completely free to copy and distribute. This ‘people’s encyclopedia’ of the Web–a free site called Wikipedia–has provided a unique solution by inviting individuals to participate in the process of rationalizing and updating web content. At the heart of this movement are wikis, web sites that allow users to directly edit any web page with one click of the mouse. (The Hawaiian word for ‘quick’, WikiWiki, is the basis for the wiki name.)

Sample Passage Sample Passage (answers underlined)(answers underlined)

1.  

    What is using the Internet compared to? 

Walking into a library where the books are all lying on the floor in piles 

(1 mark)

29

2.  

    In line 9, ‘a unique solution’… to what? 

The problem that much of the data from internet searches is outdated or of questionable value  

(1 mark)    

30

3.     

 

Identify the term used in the first paragraph to refer to the democratic nature of Wikipedia.   (1 mark) 

people’s encyclopedia

   

31

4.  

    Why is the Hawaiian word WikiWiki used as the basis for the wiki’s name?(1 mark) 

 Because the word means ‘quick’ and Wikipedia allows users to edit pages quickly and easily

  

  

32  

 

SuggestedSuggested AnswersAnswers

Paper 1 SuggestionsPaper 1 Suggestions Refer to the text for answers (don’t rely on personal Refer to the text for answers (don’t rely on personal

knowledge or experience)knowledge or experience) Copy, summarise or paraphrase information in the Copy, summarise or paraphrase information in the

texttext If copying, don’t copy too much: only your FIRST If copying, don’t copy too much: only your FIRST

answer (or section) will be markedanswer (or section) will be marked Pay attention to the number of marksPay attention to the number of marks

2 marks usually means more than one piece of 2 marks usually means more than one piece of informationinformation

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

Make sure answers are grammaticalMake sure answers are grammatical

Paper 2 WritingPaper 2 Writing Part 1: Task 1 Composition WritingPart 1: Task 1 Composition Writing

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

compositioncomposition• Task 2B Explaining errors in a student’s Task 2B Explaining errors in a student’s

compositioncomposition

Part 1: Task 1 CompositionPart 1: Task 1 Composition

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

Text input of about 200 wordsText input of about 200 words Word limit – 400 wordsWord limit – 400 words Scales and descriptors used to judge Scales and descriptors used to judge

quality of writingquality of writing

Sample Part 1 PromptSample Part 1 Prompt

Read the following article about the problem of Read the following article about the problem of obesity in schools.obesity in schools.

International spotlight on obesity in schoolsInternational spotlight on obesity in schoolsAmerican and Hong Kong educationalists and American and Hong Kong educationalists and government officials are currently exchanging government officials are currently exchanging strategies on how to tackle the obesity problem strategies on how to tackle the obesity problem and promote good nutrition among students… and promote good nutrition among students… [continues 150 – 200 words total][continues 150 – 200 words total]

Sample Part 1 Writing TaskSample Part 1 Writing Task

TaskTask

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

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

Write about 400 words.Write about 400 words.

  

Scale 1: Organisation and coherenceScale 1: Organisation and coherence

Desirable QualitiesDesirable Qualities Unity: each paragraph should deal with one topic Unity: each paragraph should deal with one topic

onlyonly Coherence: the overall flow/development should be Coherence: the overall flow/development should be

clearclear Cohesion: use cohesive devices such as Cohesion: use cohesive devices such as

conjunctions, referencing and repetition of key conjunctions, referencing and repetition of key words and phrases wisely - make sure that words and phrases wisely - make sure that connectives aren’t overusedconnectives aren’t overused

Conciseness: do not write more than is necessary Conciseness: do not write more than is necessary

Scale 2: Grammatical & lexical Scale 2: Grammatical & lexical accuracy & rangeaccuracy & range

AccuracyAccuracy Sentence structureSentence structure AgreementAgreement CollocationCollocation

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

Scale 3: Task completionScale 3: Task completion

Read the task instructions carefullyRead the task instructions carefully Identify the specific areasIdentify the specific areas Plan how you will address each for a balanced essayPlan how you will address each for a balanced essay

Paper 2 Part 1 SuggestionsPaper 2 Part 1 Suggestions Read English texts e.g. opinion pieces in Read English texts e.g. opinion pieces in

newspapersnewspapers Become familiar with the basic structure of Become familiar with the basic structure of

different types of textsdifferent types of texts Increase your vocabulary using a thesaurus & Increase your vocabulary using a thesaurus &

other toolsother tools Don’t copy ideas from the prompt – expand upon Don’t copy ideas from the prompt – expand upon

themthem

Paper 2 Part 2Paper 2 Part 2

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

Task 2B – Explaining Errors / ProblemsTask 2B – Explaining Errors / Problems

Sample Task 2A Sample Task 2A Correcting ErrorsCorrecting Errors

(1) In last week my school introduce ‘Eating for Health’ programme into my school. My parents is very happy about this…

(2) My brother much worser than I am especially when we visit McDonald’s. He like better…

(1) Last week my school introduced

Now provide corrections for Items 2-11. Write them in the Answer Book.

Task 2A Suggested AnswersTask 2A Suggested Answers

(1) (1) So I phone to my parentsSo I phone to my parents, but they were , but they were not in the house, I didn’t know what was not in the house, I didn’t know what was happening. happening.

CorrectionCorrectionSo I phoned my parents,So I phoned my parents,

(2)(2) My brother much worser than I amMy brother much worser than I am CorrectionCorrectionMy brother is much worse than I My brother is much worse than I

amam

Writing Task 2B Writing Task 2B Sample Answers (1)Sample Answers (1)

Note: Text in white is suppliedNote: Text in white is supplied

Item 11: I remember (11) to feel very frightenedItem 11: I remember (11) to feel very frightened

The problem is with the (a) The problem is with the (a) ‘to’ ‘to’ infinitive (form of the verb)infinitive (form of the verb) “to “to feel”. It should be replaced by “feeling” feel”. It should be replaced by “feeling” because the writer wishes to describe because the writer wishes to describe

(b) (b) an emotionan emotion , rather than an , rather than an intended actionintended action

Sample Answers (2)Sample Answers (2)

Item 1: I still remember that night (1) it is very scarilyItem 1: I still remember that night (1) it is very scarily

There are two problems with this item. The first There are two problems with this item. The first problem concerns the incorrect use of (a) problem concerns the incorrect use of (a) the the (main) verb(main) verb “is”. The writer should have used “is”. The writer should have used (b) (b) the simple past tensethe simple past tense to indicate the to indicate the correct time of the action.correct time of the action.

The second problem concerns a wrong use of The second problem concerns a wrong use of (c) (c) the adverbthe adverb “scarily”. The (d) “scarily”. The (d) adjectiveadjective “scary” should be used instead.“scary” should be used instead.

Paper 2 Task 2A/2B Paper 2 Task 2A/2B Suggestions (1)Suggestions (1)

This is an assessment for (potential) teachers of This is an assessment for (potential) teachers of English, not of general EnglishEnglish, not of general English

Tasks 2A and 2B, though related, are two Tasks 2A and 2B, though related, are two separate tasks. separate tasks.

Task 2A Task 2A Correct only the Correct only the underlinedunderlined and numbered items and numbered items

Task 2BTask 2B Explain Explain onlyonly the errors/problems in items designated the errors/problems in items designated

for explanation (roughly the second half of the items)for explanation (roughly the second half of the items) Do not make unnecessary changes: work with the Do not make unnecessary changes: work with the

text in the essay, do not change the phrasing text in the essay, do not change the phrasing

Paper 2 2A/2B Suggestions (2)Paper 2 2A/2B Suggestions (2)

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

• easy to use easy to use

• from a reputable publisherfrom a reputable publisher Be specific e.g. the type of pronoun / conditionalBe specific e.g. the type of pronoun / conditional If in doubt, put more detail If in doubt, put more detail

Spelling is important but mistakes will be Spelling is important but mistakes will be penalised only oncepenalised only once

Paper 3 ListeningPaper 3 Listening Duration: One hourDuration: One hour Pauses included throughout & 10 minutes at the endPauses included throughout & 10 minutes at the end 3 or 4 texts e.g. radio discussions, debates, monologues, 3 or 4 texts e.g. radio discussions, debates, monologues,

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

 

I. Changing the Educational System According to Martin, why is it necessary to reform

senior secondary education at this time? (2 marks)

(i) To be more in line with ____________________________________________

(ii) So that more students can __________________________________________ __________________________________________________________________  

Sample Question Type 1Sample Question Type 1

 

I. Changing the Educational System According to Martin, why is it necessary to reform

senior secondary education at this time? (2 marks)

(i)To be more in line with international standards

(ii) So that more students can get the benefits of senior secondary schooling  

NOTE If you give two answers, only your FIRST answer will be marked

Suggested Answers (1)Suggested Answers (1)

Sample Question Type 2Sample Question Type 2

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

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

but he is unsure as to whether the new but he is unsure as to whether the new system will really be a system will really be a

(ii) _____________ alternative.(ii) _____________ alternative.

Suggested Answers (2)Suggested Answers (2)

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

but he is unsure as to whether the new but he is unsure as to whether the new system will really be a system will really be a

(ii) (ii) betterbetter alternative.alternative.

Sample Question Type 3Sample Question Type 3

    Complete the table below.Complete the table below.

Carol feels that there are two important Carol feels that there are two important features of the new system that will impfeatures of the new system that will impact either positively or negatively on hoact either positively or negatively on how students are assessed. w students are assessed. ((4 4 marksmarks))

                    Feature 1Feature 1 Positive impact on assessment   Positive impact on assessment                          

Suggested Answers (3)Suggested Answers (3)

    Complete the table below.Complete the table below.

Carol feels that there are two important Carol feels that there are two important features of the new system that will impfeatures of the new system that will impact either positively or negatively on hoact either positively or negatively on how students are assessed. w students are assessed. ((2 2 marksmarks))

                    Feature 1 Positive impact on Feature 1 Positive impact on

assessment  assessment                          Only one exam

Students spend less time on exam practice

Paper 3 SuggestionsPaper 3 Suggestions

Read upcoming questions Read upcoming questions

carefully during pausescarefully during pauses

Use background knowledge Use background knowledge

(topics, context) (topics, context)

Listen to spoken English, Listen to spoken English,

including a wide variety of including a wide variety of

genres, accents and speedsgenres, accents and speeds

Grammar is ONLY important in Grammar is ONLY important in

the ‘one word answer’ sectionthe ‘one word answer’ section Connie Connie agreesagrees David’s view David’s view Connie Connie supportssupports David’s view David’s view

Spelling is ONLY important for Spelling is ONLY important for

proper names, job titles & other proper names, job titles & other

‘fixed’ items, unless the meaning ‘fixed’ items, unless the meaning

is changedis changed TouristTourist Management Management

TourismTourism Management Management BoardBoard based education based education BroadBroad based education based education

Paper 4 SpeakingPaper 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 FormatAssessment FormatPart 1Part 1

Task 1A Reading Task 1A Reading Aloud (prose)Aloud (prose)

Task 1B Task 1B Telling/Recounting/Telling/Recounting/

Presenting Presenting (monologue)(monologue)

10 minutes 10 minutes preparationpreparation

5 minutes 5 minutes performanceperformance

Part 2 Group Interaction Part 2 Group Interaction Assessment Format Assessment Format

5 minutes to prepare 5 minutes to prepare 3 or 4 candidates in a group3 or 4 candidates in a group Time limit Time limit

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

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

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

Scales and DescriptorsScales and DescriptorsTask 1A Reading aloudTask 1A Reading aloud

Scale 1.Scale 1. Pronunciation, stress and intonationPronunciation, stress and intonationScale 2.Scale 2. Reading aloud with meaningReading aloud with meaning

Task 1B Recounting / PresentingTask 1B Recounting / PresentingScale 3.Scale 3. Grammatical & lexical accuracy / rangeGrammatical & lexical accuracy / rangeScale 4.Scale 4. Organization and cohesionOrganization and cohesion

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

peerspeers

ReliabilityReliability All assessors are from HK tertiary All assessors are from HK tertiary

institutionsinstitutions Two assessors per assessmentTwo assessors per assessment Pre-assessment trainingPre-assessment training During assessment - monitoring by Chief During assessment - monitoring by Chief

ExaminerExaminer

RecordingRecording Your performance will be recordedYour performance will be recorded If you agree to sit for the assessment, you If you agree to sit for the assessment, you

agree to the recordingagree to the recording ReasonsReasons

Appeals & complaintsAppeals & complaints Assessor training Assessor training HKEAA modernisation HKEAA modernisation

Recording Set-upRecording Set-up

SuggestionsSuggestions Reading aloudReading aloud

Read phrase by Read phrase by phrase, not word by phrase, not word by wordword

Don’t try to be too Don’t try to be too dramaticdramatic

RecountingRecounting How much can you How much can you

do in 1 – 2 minutes?do in 1 – 2 minutes? Two or three main Two or three main

pointspoints Clear structureClear structure

Group discussionGroup discussion Conversational styleConversational style Don’t try to dominateDon’t try to dominate Don’t just ask Don’t just ask

questionsquestions Build upon what Build upon what

others have saidothers have said Refer to your actual Refer to your actual

(learning/teaching) (learning/teaching) experience if experience if possiblepossible

Concluding RemarksConcluding Remarks

LPATE is a test for teachers, not a general LPATE is a test for teachers, not a general English testEnglish test

It is possible to practice for itIt is possible to practice for it Treat it like a driving test, with certain skills Treat it like a driving test, with certain skills

to be demonstrated under controlled to be demonstrated under controlled conditionsconditions

Examiners and oral assessors are well-Examiners and oral assessors are well-trained experts who want a fair assessment trained experts who want a fair assessment

Good Luck!Good Luck!