Language Assessment Literacy in Second Signed Language Assessment Contexts

Abstract

There are growing numbers of students who enroll sign language programs. Most of them are hearing students whose first language is in the aural-oral modality. Learning signed language challenges them to communicate via the visual-manual modality; a process that is known to be demanding (Kemp, 1998). Therefore, in instruction it is essential to monitor this process by means of effective and efficient assessment (Miller et al., 2008). Rather remarkably, there are only a few tests developed to assess students’ proficiency in sign language. This implies that most instructors, who are involved in sign language teaching, have to develop tests and assessments themselves. Complicating factor, however, is that most instructors are not specifically trained on this topic, i.e. their knowledge and skills to evaluate or design language tests is limited. In this chapter, we will bring issues to view that are involved with the design of sign language assessments. Sign language proficiency can be broken down into two components: the visual receptive and manual expressive component. The assessment of these components will be discussed in the context of validity, reliability, authenticity, impact and practicality. We aim to provide a comprehensive matrix of issues in test design, with special focus on the pitfalls one may encounter in using or developing sign language tests for production as well as receptive skills. The matrix is a first attempt to provide a knowledge base on sign language assessment that might be helpful for instructors to become more literate on the subject matter.