Name of Test |
Adapted test?
|
Certain linguistic structure or communicative competence
|
Receptive Task(s)
|
Expressive Task(s)
|
Target age group
|
Reliability
|
Validity
|
Norm- or criterion-referenc ed test
|
Purpose of Test
|
ASL-PA |
|
certain linguistic structures: (1) one/two-sign utterances, (2) non-manual markers, (3) deictic pointing, (4) referential shifting, (5) verbs of motion, (6) aspect & number, (7)
verb agreement, (8) noun-verb pairs
|
N/A
|
yes
|
6-12 years old, 80 deaf students
|
(1) reliability coefficient: .81, (2) inter-coder reliability: OK. (3) setting of levels for ASL proficiency, (4) item analysis for item difficulty
|
(1) construct validity: contrasting groups, (2) content validity: theoretical evidenced from acquisition studies, (3) concurrent & predictive validity are underway
|
norm-referenced
|
(1) create a global assessment , (2) to be used in educational settings for deaf children, age 6-12, (3) fairly efficient administration and analysis, (4) examination of robust
psychometric analysis, (5) items are based on ASL acquisition studies
|
|
ASLAI
|
|
to elicit metalinguistic knowledge of (1) lexical processes, (2) morphological processes, (3) syntactic processes, (4) semantic processes, (5) narrative abilities
|
yes
|
yes
|
8-16 years old, 81 deaf students (60 more are underway)
|
(1) item analysis on the receptive task for item difficulty, (2) reliability coefficient for receptive task: OK, (3) inter-rater reliability for scoring sheet of narrative, (4)
reliability analyses for the expressive tasks are planned
|
(1) content validity: using panel of experts for developing items & eliminating items with deaf adults could not agree, (2) convergent & discriminant validity: strong
correlation performance with score of SAT & RITLS with ASLAI, (3) validity analyses for the expressive tasks are planned
|
norm-referenced
|
to indicate a certain level of development of a particular ASL component, to assess conversational and metalinguistic knowledge in different linguistic domains of ASL (and compare them
with English literacy performance)
|
|
TASL
|
|
to test assess (1) classifier production, (2) narrative production, (3) story comprehension, (4) classifier comprehension, (5) time marker test (comprehension), (6) map marker test
(comprehension)
|
yes
|
yes
|
8-15, 155 deaf students
|
(1) inter-rater reliability: OK, (2) levels of ASL proficiency (not yet standardize), (3) further analyses for reliability are underway
|
(1) content validity: revised by five deaf linguists
|
norm-referenced
|
to develop an ASL test that can be used in a larger research project investigating the relationship of ASL and English literacy
|
|
The Test Battery for ASL Morphology & Syntax
|
|
tests specific linguistic components of ASL morphology & syntax, 12 tasks
|
yes
|
yes
|
3-75 years old, 100 signers
|
not yet available
|
not yet available
|
|
for linguistic research purpose
|
|
Auslan Test Battery
|
adapted from the ASL Test Battery
|
tests specific linguistic components of Auslan morphology & syntax
|
yes
|
yes
|
25 deaf native signers (adults)
|
not yet available
|
not yet available
|
|
for linguistic research purpose
|
|
ATG
|
|
both: 9 tasks to measure (1) spontaneous signing, (2) receptive skills on lexical level, (3) acting-out of lexical, morphological, and syntactic level, (4) & (5) describing and
naming of things, (6) understanding of texts, (7) & (8) imitation of sign utterances & phrase level (expressive-receptive) , (9) reproduction of texts
|
yes
|
yes (also expressive-r eceptive)
|
approximatel y 100 people, mostly deaf and 15 hearing people
|
not yet available
|
(1) content validity:mostly based on linguistic research of other signed languages
|
criterion-reference d
|
to test the basic competence of deaf and hearing, children and adult GSL-users
|
|
Assessment of BSL Development
|
|
certain linguistic structures, (1) vocabulary checklist, (2) comprehension of selected aspects of BSL morphology & syntax, (3) picture description task, (4) narrative skills
|
yes
|
yes
|
3-13, 135 deaf students
|
I. Receptive task: (1) test-retest reliability established (2) reliability coefficient: .90, (3) standardization of age norms, (4) inter-rater reliability: OK
II. Expressive task: (1) test-retest reliability, and (2) inter-rater reliability: OK, (3) story recall task: items analysis showed clear discrimination between children with high vs. low scores, (4) picture description tasked failed to show age effects
|
(1) validity of receptive task established by correlating with 2 subtests of a non-verbal test. A significant correlation with one of the test was found
(2) content validity: evidence from ASL & BSL acquisition studies
|
norm-referenced
|
to develop a range of assessment materials and procedures, with robust psychometric properties and effective to assess language development of BSL (to be used from professionals to
assess and monitor language development)
|
|
Signed Language Development Checklist
|
|
both: (1) overall language ability, (2) linguistic use, e.g. syntax etc., (3) creative use of language
|
N/A
|
yes
|
preschool children to adults (pilot study)
|
not available due to small pilot study
|
(1) content validity: based on ASL linguistic and acquisition studies
|
criterion-reference d
|
to assess deaf and hard-of-hearing students’ use of ASL features in their signed language development
|
|
SCPI
|
adapted from the Oral Proficiency Interview (OPI)
|
communicative competence
|
yes, due to conversatio nal approach
|
yes, due to conversatio nal approach
|
hearing & deaf adults? #?
|
(1) SCPI-results interpretation reliability: OK, (2) SCPI rating across rater teams reliability: OK, (3) SCPI rating within rater teams reliability: OK
|
information requested
|
criterion-reference d
|
to assess sign language communication skills and support people in their of sign communication skills
|
|
ASL-CDI
|
adapted from the English CDI
|
early lexical development
|
N/A
|
yes
|
8-36 months, 69 deaf children (cross-sectio nal)
|
test-restest reliability: r .91
|
external validity was found to be good
|
criterion-reference d
|
to assess early lexical and grammatical (under development) development of deaf children between 8-36 months old
|
