American Sign Language Comprehension Test: A Tool for Sign Language Researchers

Autor/inn/en	Hauser, Peter C.; Paludneviciene, Raylene; Riddle, Wanda; Kurz, Kim B.; Emmorey, Karen; Contreras, Jessica
Titel	American Sign Language Comprehension Test: A Tool for Sign Language Researchers
Quelle	In: Journal of Deaf Studies and Deaf Education, 21 (2016) 1, S.64-69 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/env051
Schlagwörter	American Sign Language; Comprehension; Multiple Choice Tests; Receptive Language; Computer Assisted Testing; Psychometrics; Test Construction; College Students; Deafness; Correlation; Comparative Analysis; Test Validity; Test Reliability; Language Skills; Program Validation + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Rezeptive Kommunikationsfähigkeit; Psychometry; Psychometrie; Testaufbau; Collegestudent; Gehörlosigkeit; Taubstummheit; Korrelation; Testvalidität; Testreliabilität; Language skill; Sprachkompetenz
Abstract	The American Sign Language Comprehension Test (ASL-CT) is a 30-item multiple-choice test that measures ASL receptive skills and is administered through a website. This article describes the development and psychometric properties of the test based on a sample of 80 college students including deaf native signers, hearing native signers, deaf non-native signers, and hearing ASL students. The results revealed that the ASL-CT has good internal reliability (a = 0.834). Discriminant validity was established by demonstrating that deaf native signers performed significantly better than deaf non-native signers and hearing native signers. Concurrent validity was established by demonstrating that test results positively correlated with another measure of ASL ability (r = 0.715) and that hearing ASL students' performance positively correlated with the level of ASL courses they were taking (r = 0.726). Researchers can use the ASL-CT to characterize an individual's ASL comprehension skills, to establish a minimal skill level as an inclusion criterion for a study, to group study participants by ASL skill (e.g., proficient vs. nonproficient), or to provide a measure of ASL skill as a dependent variable. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01