Exploring Alternative Assessments for Signing Deaf Candidates

Rachel O'Neill; Audrey Cameron; Eileen Burns; Gary Quinn

doi:10.1002/pits.22326

Exploring Alternative Assessments for Signing Deaf Candidates

Rachel O'Neill, Audrey Cameron, Eileen Burns, Gary Quinn

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face‐to‐face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.

Original language	English
Journal	Psychology in the Schools
Early online date	15 Nov 2019
DOIs	https://doi.org/10.1002/pits.22326
Publication status	E-pub ahead of print - 15 Nov 2019

Keywords

ASL
BSL
assessment
deaf
examinations
language policy

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1002/pits.22326

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title = "Exploring Alternative Assessments for Signing Deaf Candidates",

abstract = "Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face‐to‐face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.",

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AU - Cameron, Audrey

AU - Burns, Eileen

AU - Quinn, Gary

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N2 - Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face‐to‐face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.

AB - Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face‐to‐face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.

KW - ASL

KW - BSL

KW - assessment

KW - deaf

KW - examinations

KW - language policy

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M3 - Article

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JO - Psychology in the Schools

JF - Psychology in the Schools

ER -

Exploring Alternative Assessments for Signing Deaf Candidates

Abstract

Keywords

ASJC Scopus subject areas

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