Assessing Deaf Adults: Critical Issues in Testing and by Judith L. Mounty, David S. Martin, Oscar P. Cohen

By Judith L. Mounty, David S. Martin, Oscar P. Cohen

Traditionally, deaf and tough of listening to humans have established numerous degrees of competence in a large number of professions, yet additionally they have skilled discrimination and oppression. In 5 serious sections, this quantity responds to the tidal wave of high-stakes checking out that has come to dominate academic coverage and qualification for numerous occupations. It offers a digest of proper learn to fulfill the checking out problem, together with paintings performed by way of academic researchers, criminal specialists, attempt builders, and others.

Section I frames the contexts dealing with deaf and tough of listening to participants and people who try out them, together with a telling ancient standpoint. In part II, chapters discover how deaf and difficult of listening to applicants can meet the trials of test-taking, how one can point the taking part in box with a brand new method of overview, and what to contemplate to strengthen absolutely available licensing exams. the ultimate bankruptcy during this half examines the psychometric houses of highbrow tests whilst used with deaf and difficult of listening to humans. Administrative matters represent part III, starting with felony concerns with regards to fairness trying out for deaf adults. An exploration of the possibility of signal language interpretation within the checking out atmosphere follows.

Section IV offers case reviews of deaf and difficult of listening to adults from various professions, together with certification trying out for healing sport, education innovations for college scholars, and how one can maximize entry to licensure for social staff. A separate bankruptcy addresses the effect of modern federal mandates on overview of deaf and tough of listening to academics and instructing applicants. the ultimate part summarizes the present scenario and offers options to regulate it, concluding with an epilogue on instructions for the long run.

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One of the 14 final conclusions and implications of the research related solely to deaf and hard of hearing students was: A test translated into a manual language, (if feasible), might better assess the academic potential of deaf students, particularly those entering special programs where sign language is used for instruction. , 1988, p. 184). * * * * * By the time the ETS series of validity studies was completed, I had become very concerned with the educational and testing issues of individuals with disabilities, especially those involving deaf and hard of hearing persons.

If a question asks how intake interviews are conducted, and the answer choice closest to the deaf or hard of hearing person’s experience is not presented, the candidate may feel that the question is inappropriate or perhaps culturally insensitive and should not be counted. CANDIDATE CHALLENGES TO INDIVIDUAL TEST ITEMS Nearly every standardized test has provisions for candidates to report what they believe are irregularities in test items. Typically, after taking the test, the candidate informs the test center supervisor or proctor that he or she wishes to question an item or items.

Historical Reflections Mounty, J. L. (1993). Signed language development checklist: Training manual. Princeton, NJ: Educational Testing Service. Mounty, J. L. (1994). Signed language development checklist. Princeton, NJ: Educational Testing Service. Mounty, J. , Epstein, K. , & Weinstock, R. B. (1997). Using the English Language Proficiency Test with deaf and hard of hearing students: An overview and update. Report submitted for publication. Packer, J. K. (1987). SAT testing time for students with disabilities.

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