Assessments have been a part of education since the very beginning of time. There are many types of assessments, such as formative and summative, and can range from simple questioning in the classroom to a formal test, either for that subject content or even standardized testing required of all students. These are important to our educational system due to the fact that educators need to see where gaps may be, whether to re-teach a concept, or move on to the next concept. This allows teachers to “take the pulse” of the classroom, and adjust accordingly. According to Croussuard and Pryor’s research study, (2012) “Formative assessment has been considerably developed in schooling across different national education systems. Its aspiration is for assessment to support learning, rather than only to credentialise learning” (p. 251). Because of this, assessment is commonly found within teaching, regardless of subject content and level of schooling (p. 253).

When it comes to assessments, they are typically written, but what about in a visual modality, such as American Sign Language? “American Sign Language (ASL) is a visual-gestural language used in the Deaf community in the United States and parts of Canada. William Stokoe identified ASL as a legitimate human language using established linguistic principles..” (Fenicle et. al, 2019, p. 2). I am invested in this topic due to the fact that I’ve been teaching ASL for eight years now, at the high school, adjunct community college, and full-time university levels. In my position now as an assistant professor of American Sign Language and Interpreter Education, we rely on testing to ensure our students are meeting the proficiency levels needed to obtain work as soon as they graduate from our program.  Students are provided the opportunity to take the ASLPI before they graduate, as we offer a grant to cover that cost.  This also provides data for our program to ensure that we are teaching students the best way we can.  

Looking at proficiency levels in American Sign Language, or ASL, one test is used the most: The American Sign Language Proficiency Interview, or ASLPI, which was developed by Gallaudet University, the only liberal arts college in the United States for the d/Deaf. The ASLPI is one of two tests a person could take to determine their proficiency and skills in the language (Gamache, 2018, p. 21). The ASLPI was originally known as the L/OPI, or Language/Oral Proficiency Interview, which was created in the 1980s (Caccamise & Newell 2007).  The test is set up as an interview setting, with the ability to take it anywhere in the United States (Gallaudet University, 2021). There is a proctor to ensure that technology is set up and working correctly before the test begins. The test is recorded, and later analyzed by the committee to determine the appropriate skill level for that person according to the answers given to the examiner by the examinee (Gallaudet University, 2021).

There are several specific criteria that are evaluated when someone takes the ASLPI test as shown on the ASLPI Gallaudet University website. These criteria are: grammar, vocabulary, accent/production, fluency, and comprehension. Grammar in ASL looks at discourse, non-manual signals, and sentence types. Vocabulary is self-explanatory, but looks at accuracy and ability of vocabulary selection dependent on the topic. Accent/production looks at the parameters, which focuses on how to make a sign, a sign. This concept includes handshape, location, palm orientation, and movement. Fluency is the fluidity of conversation that is compatible with the topic. Finally, comprehension looks at the understanding of both receptive and expressive skills. Does the person respond appropriately, and provide visual feedback? For this test, there are five proficiency levels, with 5 being the highest and 0 being the lowest. The levels 0-4 can also include a “+”, for example, a person may test at a 3+ score which shows they are proficient and beyond a level 3 but not quite yet ready for a level 4 (Gallaudet University, 2021).

Figure 1: This is an example of an ASLPI interview.  The interview was between Sharon Lott and Jessica Parker.  Sharon asks Jessica what she teaches, and Jessica explains the courses she teaches, plus how she separates ASL 3/4 when they're at the same time.  SharonjeanLott. (2019, March 29). SLPI ASL Jessica Parker 3/29/19. YouTube. Retrieved February 6, 2022, from https://www.youtube.com/watch?v=sy6iFGJyCHE 

When evaluating the reliability and validity, Gallaudet University consulted a research firm that tested these for the test. This was a two year research study, and concluded that the ASLPI was both reliable and valid. ASLPI reliability for the rating was 84%. Reliability must be above 80% when rating for language proficiency. There were 1,568 interviews conducted by the ASLPI from 2008 to 2011 (Gallaudet University, 2021). This shows that the ASLPI is both a valid and reliable instrument to test proficiency in ASL.

In the state of Kentucky, in order to obtain a temporary license as an interpreter and work in the field, a person must have a score of 3+ or better on the ASLPI test (see Figure 1). This is to ensure that interpreters are prepared and ready to work in the real world. Gamache (2018) stated that many times when students graduate from their training programs in interpreting, they do not meet the standards necessary to start their careers as ASL interpreters (p. 22). He further explains that one way to bridge the gap is to ensure that the students are interacting with the Deaf community, which provides full language immersion, but also ensuring that both the Deaf community and students are at an acceptable level of the ASLPI (p. 23).  Beal et. al (2018) further reinforces this thinking, noting that, "Interpreters and teachers often lack American Sign Language (ASL) fluency to provide unlimted access to instruction and communication (p. 2).  

Figure 2. This shows the requirements for the Kentucky state temporary licensure for ASL interpreters. From https://kbi.ky.gov/newstatic_Info.aspx?static_ID=456&menuid=133.

Kemp (1998) contended that ASL is a very difficult language to learn.  He noted two opinions on where ASL should fall in terms of challenging languages. One person from the Foreign Language Institute (Francis) argued ASL should be in Category II, where Jacobs thought ASL should be a Category IV language (see Figure 2, 3). The thought was that it would take a person with English as their first language approximately 1,320 hours of classes to reach a proficiency level of 2. This means that the person could interact with limited, casual conversations about work and daily life (p. 256). This test is used for a variety of things, but most commonly for the American Sign Language Teachers Association certification and interpreter certification. This is considered the “gold standard” for ASL teaching, as there is no one way to get certified to teach that is recognized by all states. Some states have their own ASL teacher certification, but many do not. Is this an effective way to measure proficiency levels in interpreter training programs?

Figure 2. This shows the categories of languages according to how difficult they are to learn. Kemp, M. (1998). Why is learning American Sign Language a challenge?. American Annals of the Deaf, 255-259.

Figure 3. The categories of proficiency in languages. Kemp, M. (1998). Why is learning American Sign Language a challenge?. American Annals of the Deaf, 255-259.

Fenicle et. al (2019) researched the goal of a Deaf Studies program, which was to develop students’ competence in ASL and knowledge of the Deaf community, enhancing continuing education and employment opportunities in a variety of fields. The purpose of providing a high level of competence in ASL is to enable students to obtain better career opportunities in a variety of disciplines working with deaf people (e.g., teaching, counseling, social work, rehabilitation, and research) and to enable graduates to provide the best quality services to the Deaf community. These careers require the ability to combine knowledge of the experiences of deaf people, the cultural aspects of the Deaf community, and the use of ASL (p. 1). This program uses the ASLPI to assess students’ proficiency in ASL.   At Towson University, students are required to pass with a score of 3 and above, which shows that they have sufficient proficiency to interact with the Deaf community in their future careers as ASL interpreters. This requirement must be met before students are allowed to participate in service learning or an internship (p. 1).

As with newer content, the ASLPI has several gaps in the literature. For example, there is not a lot of literature out there regarding the background, use, and scientific reliability of this instrument. 

With the recent popularity of American Sign Language due to the spotlight from the media 

The American Sign Language Proficiency Test was developed to check for levels of ASL fluency and proficiency. This reliable, valid test has stood the test of time and is used in many areas, for American Sign Language Teachers Association certification, academic program admission, employment, and interpreter licensure (Figure 4). 

Figure 4. ASLPI Reasons for taking the test Gallaudet University. (2021, December 17). American Sign Language Proficiency Interview (ASLPI). Gallaudet University. Retrieved February 4, 2022, from https://www.gallaudet.edu/the-american-sign-language-proficiency-interview/aslpi/

With the use of the ASLPI to show proficiency in ASL, it helps assess the skills in order to be able to do those professions. Since ASL is still relatively new, this is a great tool to help those who are looking to hire someone, especially as ASL educators. Using this assessment is a way to filter out those with less than desirable fluency in the language.

*American sign language and interpreter education department. American Sign Language And Interpreter Education Department | Department Of ASL & Interpreter Education | Eastern Kentucky University. (n.d.). Retrieved February 15, 2022, from https://aslie.eku.edu/

*Beal, J. S., Scheetz, N. A., Trussell, J. W., McAllister, A., & Listman, J. D. (2018). University American Sign Language learners: Longitudinal self-and faculty evaluation ratings. Journal of Interpretation, 26(1), 5.

*Caccamise, F., & Newell, W. SLPI PAPER# 4: SLPI-SCPI-SLPI HISTORY.

*Crossouard, B., & Pryor, J. (2012). How theory matters: Formative assessment theory and practices and their different relations to education. Studies in Philosophy and Education, 31(3), 251-263.

*Fenicle, R., Cripps, J. H., Cooper, S. B., & Sever, A. (2019). Research and development of inverted-type pedagogy in American Sign Language courses. Waypoints: Proceedings of the sixth biennial Deaf Studies Today, 15-26.

*Gallaudet University. (2021, December 17). American Sign Language Proficiency Interview (ASLPI). Gallaudet University. Retrieved February 4, 2022, from https://www.gallaudet.edu/the-american-sign-language-proficiency-interview/aslpi/ 

*Gamache Jr, K. E. (2018). Investigating the Impact of ASL Proficiency Levels on ASL-English Interpretation (Doctoral dissertation, Gallaudet University).

*Holmes, M. (2020). Toward Standard Interpreter Education Program Admission Criteria. International Journal of Interpreter Education, 12(1), 4.

Kemp, M. (1998). Why is learning American Sign Language a challenge?. American Annals of the Deaf, 255-259.

*Kentucky Board of Interpreters for the deaf and hard of hearing. (n.d.). Retrieved February 6, 2022, from https://kbi.ky.gov/newstatic_Info.aspx?static_ID=456&menuid=133

*Paludneviciene, R., Hauser, P. C., Daggett, D. J., & Kurz, K. B. (2012). Issues and trends in sign language assessment. Assessing literacy in deaf individuals, 191-207.