Transcript ASL Diagnostic and Evaluation

ASL Diagnostic and Evaluation Services (ASL-DES)
Loretta S. Roult, Director
Gallaudet University
1.
2.
American Sign Language Proficiency
Interview (ASLPI)
Diagnostic Assessment
Classroom Discourse Observations
Interactive Dialogues
Focused Topic Preparation
1950’s:
U.S. Government acknowledges lack of preparation in foreign languages following war with
Japan and a subsequent war with Korea
FSI develops and implements the Language Proficiency Interview (LPI)
1980’s:
ACTFL and the US Government collaborating together on language proficiency evaluation
Gallaudet began developing and implementing sign language proficiency evaluations
1990’s:
Signed language proficiency evaluation evolving and growing recognition
2000’s:
Logo developed, approval received and legal trademark filed for ASLPI
Validity and reliability research mandated on the ASLPI
Schools, agencies and employers around the country add the ASLPI as a prerequisite for a
range of purposes

target language / functional language

evaluation of functional signing ability

same evaluation for L1 and L2 users
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independent of any specific curriculum

when, where, why and under what conditions the
individual acquired his/her signing ability in ASL
is irrelevant

an “interpreter evaluation”

a Deaf culture competency/knowledge assessment

a punitive measure

a pass / fail system
I.
Achievement
II. Assessment
III.Proficiency
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Requirements for the ASLPI
Faculty
•Re-appointment
•Tenure
•Merit Increase
•Promotion
Graduate and Undergraduate Programs (student admission, preparedness/progression,
practicum, internship, graduation)
•ASL and Deaf Studies
•Clinical Psychology
•Counseling
•Education
•Hearing Undergraduate program (HUG)
•Interpretation
•Leisure Services Administration
•Social Work
Professional Staff (prerequisite for hire, professional advancement, evaluation)
•ASL Evaluators/Assessors/Teachers/Tutors/Specialists
•Academic teachers
•Department of Public Safety
•Mental Health Center
•Interpreting Services
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Yes/No:
Do you live in the dorm?
Choice:
Would you like to take the bus or the MARC?
Information:
If you were the President, what would you do to improve the
accessibility to health food in your country?
Supported opinion:
Why is the community opposed to the communication policy?
Hypothetical:
If you were President of the University, what changes would you
make in how the school is run?
Final Rating Reliability
Comparison
New panel
(3 evaluators)
Original panel
(3 evaluators)
n
Pearson
r
Spearman Rho
82
.89
.88
81
.92
.90
Initial Rating Reliability
Comparison
Same evaluator re-rating
original ASLPI
n
59
Pearson
r
Spearman Rho
.88
.86
Interrater Reliability:
◦ .90 (single evaluator)
◦ .96 (average across 3 evaluators)
Interrater reliability- to measure the consistency between
ratings of the same test taker from different evaluators.
This is an ‘intra-class correlation’ (ICC) for a single rater or
the average rating across 3 raters
Statistic based on 1,286 ASLPIs conducted between 20082010
1.
Classroom Discourse Observations
2.
Interactive Dialogues
3.
Focused Topic Preparation
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
a process which identifies strengths and
areas needing improvement
a process which provides feedback on
◦ the use of ASL
◦ language discourse
◦ communication aspects appropriate for various
settings and purposes

a grading system

a substitute for taking ASL courses

an ASL tutoring session

a punitive measure

a teaching evaluation

a review of the ASLPI
ASLPI
Classroom Discourse Observations
Interactive Dialogues
Focused Topic Preparation
ASL Diagnostic and Evaluation Services (ASL-DES)
Merrill Learning Center, 2200
Website:
Email:
VP:
V:
Fax:
asldes.gallaudet.edu
[email protected]
(202) 250-2394
(202) 651-5222
(202) 651-5880