Issues and Trends in Sign Language Assessment

Paludneviciene, Raylene; Hauser, Peter C.; Daggett, Dorri J.; Kurz, Kim B.

doi:10.1007/978-1-4614-5269-0_11

Cited by 20 publications

(16 citation statements)

References 12 publications

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“…In addition, hearing native signers do not always exhibit the same level of fluency as deaf native signers, despite being exposed to ASL from birth (e.g., Hauser et al, 2008;Supalla et al, 2014). One explanation for this finding is the "24/7" effect (Paludneviciene et al, 2012). That is, deaf native signers use ASL all day in all situations while hearing native signers use spoken English for much more of their day.…”

Section: Discriminant Validitymentioning

confidence: 99%

“…There are many challenges for developing tests for ASL proficiency because it is not possible to simply translate English-based tests into ASL. The development of ASL assessments must take into consideration our current understanding of the structure of ASL based on linguistic research and current practices in psychological testing (see Paludneviciene, Hauser, Daggett, & Kurz, 2012 for a discussion on the specific challenges in sign language test development).…”

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confidence: 99%

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American Sign Language Comprehension Test: A Tool for Sign Language Researchers

Hauser

Paludneviciene

Riddle

et al. 2015

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The American Sign Language Comprehension Test (ASL-CT) is a 30-item multiple-choice test that measures ASL receptive skills and is administered through a website. This article describes the development and psychometric properties of the test based on a sample of 80 college students including deaf native signers, hearing native signers, deaf non-native signers, and hearing ASL students. The results revealed that the ASL-CT has good internal reliability (α = 0.834). Discriminant validity was established by demonstrating that deaf native signers performed significantly better than deaf non-native signers and hearing native signers. Concurrent validity was established by demonstrating that test results positively correlated with another measure of ASL ability (r = .715) and that hearing ASL students' performance positively correlated with the level of ASL courses they were taking (r = .726). Researchers can use the ASL-CT to characterize an individual's ASL comprehension skills, to establish a minimal skill level as an inclusion criterion for a study, to group study participants by ASL skill (e.g., proficient vs. nonproficient), or to provide a measure of ASL skill as a dependent variable.

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Section: Discriminant Validitymentioning

confidence: 99%

mentioning

confidence: 99%

American Sign Language Comprehension Test: A Tool for Sign Language Researchers

Hauser

Paludneviciene

Riddle

et al. 2015

DEAFED

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“…However, unlike the deaf signers, hearing signers also showed an enlarged surface area in the right ATL, suggesting that there may be some differences in how hearing vs. deaf signers process and integrate perceptual information from face and body movements. Hearing signers may process facial expressions differently because they do not communicate in signed language as extensively as deaf signers (Paludneviciene et al 2012).…”

Section: Surface-based Morphometric Analysis 30mentioning

confidence: 99%

Effects of deafness and sign language experience on the human brain: voxel-based and surface-based morphometry

McCullough

Emmorey

2020

Language, Cognition and Neuroscience

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“…The ASL-CMP was created by a team of deaf native-signing linguists and educators and hearing linguists who are familiar with ASL. Deaf experts who have technical expertise as well as mastery of the language play a critical role in ensuring validity of ASL assessments (Hoffmeister, 1988;Paludneviciene et al, 2012;Hoffmeister et al, 2015;Enns et al, 2016;Henner et al, 2018). The ASL-CMP was developed as a subtest of the ASLAI, a large, comprehensive, norm-referenced ASL assessment.…”

Section: Development Of the Assessmentmentioning

confidence: 99%

The Development and Evaluation of a New ASL Text Comprehension Task

et al. 2020

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Being able to comprehend a language entails not only mastery of its syntax, lexicon, or phonology, but also the ability to use language to construct meaning, draw inferences, and make connections to world knowledge. However, most available assessments of American Sign Language (ASL) focus on mastery of lower level skills, and as a result little is known about development of higher-order ASL comprehension skills. In this paper, we introduce the American Sign Language Text Comprehension Task (ASL-CMP), a new assessment tool to measure ASL text comprehension ability in deaf children. We first administered the task to a group of deaf children with deaf parents (n = 105, ages 8-18 years) in order to evaluate the reliability and validity of the task, and to develop norms. We found that the ASL-CMP has acceptable levels of internal consistency, difficulty, and discriminability. Next, we administered the task to an additional group of deaf children with hearing parents (n = 251, ages 8-18 years), and found that the ASL-CMP is sensitive to expected patterns: older children have better ASL text comprehension skills, literal questions are generally easier to answer than inferential questions, and children with early exposure to ASL generally outperform those with delayed exposure. We conclude that the ASL-CMP task is reliable and valid and can be used to characterize ASL text comprehension skills in deaf children.

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Issues and Trends in Sign Language Assessment

Cited by 20 publications

References 12 publications

American Sign Language Comprehension Test: A Tool for Sign Language Researchers

American Sign Language Comprehension Test: A Tool for Sign Language Researchers

Effects of deafness and sign language experience on the human brain: voxel-based and surface-based morphometry

The Development and Evaluation of a New ASL Text Comprehension Task

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