ASL 750: Assessing Sign Language Skills (3)

Syllabus - Summer 2014

Online: May 19 - June 13 and July 7 - 11
Onsite: July 14 - 25, Mondays through Fridays,
from 8:30 to 12:20 pm or 1:30 - 5:20 pm

COURSE DESCRIPTION
This course examines factors involved in developing and administering an
assessment of Sign Language students linguistic proficiency and socio-
cultural competence. Topics include the role and function of assessment,
assessment validity, assessment reliability, the use of measurement
instruments, current approaches to assessing language learning, and an
analysis of current tools for testing Sign Language skills and knowledge.
Students will develop samples of assessment tools.
Prerequisite: ASL 741

PROGRAM OUTCOMES

Graduates from the MA program in Sign Language Education will:
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2) Produce graduate level Sign Language and English texts that demonstrate
knowledge of and critical inquiry into key concepts in the sign language
teaching field;

3) Recognize the importance of the Sign Language teacher as a system
change agent and apply this in practice utilizing effective leadership,
advocacy, consultation, and collaboration to influence change on the
individual, group, and organizational and systemic levels; and

4) Demonstrate preparedness to seek and obtain employment as a teaching
professional in the field of sign language education.

ASL 750: Assessing Sign Language Skills of 9 1
Your Faculty for this Course:
Raychelle Harris, Ph.D.
[email protected]
Emily Glenn-Smith, MA
emily.glenn-
[email protected]
Frank Grifn, MA
[email protected]

Contact us via Gallaudet IM,
Email, GChat or FaceTime.

Online: Contact us between 9
to 5 pm weekdays. other days/
times by appointment only

Onsite: Contact us during
tutorial hours Sun - Thurs
5:30 - 10 pm





Program Outcomes
























ASL 750: Assessing Sign Language Skills of 9 2
Course Student
Learning Outcomes:
After completing this
course, students will
be able to:
Student Learning
Opportunities
Assessment
Method
I II III IV
Articulate application of
assessment concepts to
different contexts in sign
language education eld
Online/Onsite
discussion

Mini-assignments

Quizzes

Unit Plan Project
Video comment
rubric

Mini-assignment
rubric

Unit Plan Project
rubric
X X X
Demonstrate ability to
select and produce
assessment instruments
for different types of
sign language curricula
and settings
Online/Onsite
discussion

Mini-assignments

Quizzes

Unit Plan Project
Video comment
rubric

Mini-assignment
rubric

Unit Plan Project
rubric
X X X
Critically synthesize role
of different assessment
types aligned with
curricular design and
program goals
Online/Onsite
discussion

Mini-assignments

Quizzes

Unit Plan Project
Video comment
rubric

Mini-assignment
rubric

Unit Plan Project
rubric
X X X X
Methods ofSign Language Teachin
GRADING DISTRIBUTION AND LETTER GRADE EQUIVALENT
Note: The grade average you see in your course grading center at the end of the course will translate into the
letter grades above. No end-of-course requests or negotiations for grading alterations, rounding-off or extra
credit will be responded to. Strive to do your best on each assignment.

Additional Note:
A grade of Incomplete [I] is given only when student performance in a course has been satisfactory, but the
student is unable to complete the requirements of the course. The decision to give a grade of I is made by the
instructor. To be eligible for credit in a course which an I is recorded, students must complete the requirements
of the course by the end of the final day of classes of the following semester or a date agreed up on in writing
with the instructor; otherwise, the grade will automatically become an F. The student and instructor must
provide Registrars Office with written notification of the agreed upon date before the time limit indicated
above (Gallaudet University Graduate Catalog, p. 54).

For all other questions, concerns, grievances or disputes that are not covered in this syllabus, please refer to the
current University Graduate Catalog: http://www.gallaudet.edu/catalog.html

CREDIT HOUR POLICY COMPLIANCE
ASL 750: Assessing Sign Language Skills course is a non-traditional 3-credit bearing experience course,
which requires a minimum of 112.5 hours of course work.






of 9 3
Academic Activity Hours
Participation
65+
Mini-assignments
10+
Quizzes
12+
Midterm
6+
Unit Plan Project
24+
TOTAL 117+ hours
COURSE MATERIALS

Brown, H. D. (2007). Teaching by principles: An interactive
approach to language pedagogy. White Plains, NY: Pearson.
ISBN-10: 0136127118 | ISBN-13: 978-0136127116 | Edition: 3

Well cover Chapters 23 and 24 in this book.





Brown, H. D. & Abeywickrama, P. (2010). Language Assessment:
Principles and Classroom Practice.White Plains, NY: Pearson.
ISBN-10: 0138149313 | ISBN-13: 978-0138149314 | Edition: 2

Well cover Chapters 1-6, 11-12 in this book. Chapters 7-10
include nifty activities as you work on your lesson plan.







Hughes, A. (2003). Testing for Language Teachers. New York:
Cambridge University Press.

Well cover Chapters 1, 3-8, 13-15. The chapters will be
scanned and posted via Blackboard.





Note: We will frequently have opportunities to do hands-on work in our onsite classes. Bringing your
preferred devices highly recommended (e.g. laptop, iPad). During class discussions, please refrain from
having your devices block your signing space. Putting these devices away during discussions increases
the visual nature of classroom discussion.

*Instructor reserves the right to add new viewings and readings to course as the course progresses in
order to support spontaneous learning and direction of inquiry taken by the course participants.

ASL 750: Assessing Sign Language Skills of 9 4
Methods ofSign Language Teachin
GRADING ALLOCATION







*Details for each assignment above are discussed below.

PARTICIPATION (10%)
Students are required to participate online and onsite discussing various assessment themes based on
their assigned readings. Online video participation is graded using the rubric below.
Onsite attendance and participation will not be graded, however, since this is an intensive and condensed
course, no unexcused late arrivals/early departures or absences will be tolerated. The faculty of this
course reserves the right to apply deductions to your final grade (e.g. 1 hour absence = 2 point deduction
from the final grade). Excused absences are rarely approved unless it is a true emergency (e.g.
hospitalization and/or death of immediate family members). Your classmates and I appreciate your
presence in class and learning about your thoughts and contributions to class discussions.
ASL 750: Assessing Sign Language Skills of 9 5
Assignment Languages Weight
Participation
ASL/English 10%
Mini-Assignments
ASL/English 20%
Quizzes
ASL/English 15%
Midterm
ASL/English 20%
Unit Plan Project
ASL/English 35%
Total: 100%
Methods ofSign Language Teachin
MINI-ASSIGNMENTS (20%)
Mini-assignments are varied and differ in their degree of difficulty. They also vary in which language
they will be in, ASL or English- or both. One example includes finding a syllabus to bring to the class
for group analysis and discussion. Another example of a mini-assignment requires finding an ASL video
online and providing a side-by-side video-based feedback on their language usage.

The majority of mini-assignments are listed in the syllabus schedule, however, the faculty of this course
reserves the right to add (or deduct) mini-assignments to the syllabus as the course progresses, in order
to leave room for student-inspired directions the course will take.

Since no assignment is similar in this category, a broad rubric will be used to assess your submission.
The rubric can be found below.















QUIZZES (15%)
Students are to complete online, open-book quizzes during the online portion of this course by the
deadline indicated on Blackboard. Quizzes will be based on assigned readings, class lectures and class
discussions. Quiz format varies, some will be multiple choice and/or short answer, and some are posed
in ASL or in English or require ASL or English responses. The faculty of this course reserves the right
to add quizzes during the onsite portion of the course if/when needed

ASL 750: Assessing Sign Language Skills of 9 6
Methods ofSign Language Teachin

MIDTERM (20%)
The midterm will be a combination of some of your previous mini-assignments and online quizzes.
Class lectures, course readings and course discussions will also be incorporated in the midterm.
Midterm format will be similar to your video comments, mini-assignments and online quizzes. No new
formats will be included (in other words, there will be no surprises on your midterm you will have
some familiarity with the techniques/items in the midterm from previous classroom discussions,
assignments/quizzes). Questions with scenarios may be different from those posed in your mini-
assignments or online quizzes, however, the scenarios will revolve around assessment concepts studied
in this course. Your midterm will be closed-book and taken during class on computers. Please leave all
of your notes, books, and study materials in your bags. You are also asked not to use any other
applications/software on the computer except to log in Blackboard to complete the midterm. The faculty
of this course will be available to answer any questions during the exam. This will be your opportunity
to show what know, what youve learned, and to shine!

UNIT PLAN PROJECT (35%)
You are to sign up for one unit in Blackboard. This unit will be the same unit youll also work on in
ASL 743 course with Dr. Radford. Youll work mostly on unit and lesson planning (materials,
procedure, activities for your full unit which typically spans 2 weeks in a regular semester) with Dr.
Radford. In this course, youll be supplementing your lesson plan with informal and formal assessment
tools and techniques, including, but not limited to in-class assessment, assignments, and a quiz. We will
also learn about unit and lesson outcomes, and integrate those into the unit/lesson and assessment tools.
Two sample 50-min lesson plans are posted on Blackboard, which include assignments and do not
include quizzes. To clarify, those sample lesson plans are not unit plans, however, you are expected to
dedicate the same (or higher) level of commitment to your full unit plan. You are to post your final unit
plan project on masled.weebly.com under your unit tab.

I not only encourage creativity and innovation, I appreciate and applaud attempts to go above and
beyond the unit plan project rubric requirements below. I do not want to limit you to a particular format
or style, however, for those who may not be as comfortable with technology, I would recommend
working on your preferred word processing software then converting it into a .pdf and uploading it to
your unit for the path of least resistance in terms of technology. Those who are more comfortable are
welcome to do as you please regarding your unit plan.

You may wonder why were assigning you to a very difficult and elaborate task! Do not fret, this unit
plan youll be developing will be reused for multiple purposes:
1) in your application for ASLTA provisional certification;
2) in your web portfolio youll be designing for the ASL 762 course;
3) for jobs youll be applying to in the future; and
4) for your own ASL classes, workshops, weekend retreats, camps and more!

ASL 750: Assessing Sign Language Skills of 9 7
Methods ofSign Language Teachin
And this experience will help you see how developing a full ASL curriculum is a daunting task, and help
you appreciate the (limited amount of) curricula currently on market. Maybe this experience will also
inspire you to author your own ASL curricula and/or resource to add to the current market. Finally,
since we are all sharing our unit plans on a public website, if you are to borrow ideas, activities,
assignments or quizzes from other units, please honor your colleagues work by asking for permission
(yes, each time!), and crediting them when given permission. If you are to alter or add to their original
work, please share your work with the original author as a token of appreciation. This is a truly a very
essential practice as an ethical, moral ASL professional and this positive action will contribute to a
vibrant, healthy ASL pedagogical community.

COURSE POLICIES AND PROCEDURES
1. Assignments: All assignments are to be submitted via Blackboard. Online: I will not respond to
last-minute questions about your assignments during the weekends before the due date on
Sunday at 11:59 pm. Onsite: Tutors and TAs are available during the evenings and weekends
to assist and answer any questions you may have.

2. Student Responsibilities: Students are expected to actively participate by participating online
discussions, attending class and completing assigned activities, participate in class
discussions, serve in groups, complete assignments on time, respect diverse perspectives and
opinions, and support opinions and answers with reasons, explanations and documentation
from a variety of sources.

3. Classroom Etiquette: Basic classroom etiquette includes turning off external electronic devices
that may interfere with class participation. Arrive on time for class, stay the entire period, and
avoid behavior that interferes with the concentration and learning of other students.
Attention should be given to the instructor, guest speakers, and fellow students.

4. Deadlines: Assignments are due before class. Assignments not submitted before class will
receive a zero, period. Graded work is nal. No make-ups or extra credit. Strive to do your
very best.

5. Peer Network: Each student is responsible for getting access to and understanding what is
expected of each assignment. Please form a network with your peers. If you need
information about assignments or class schedule, go to your course Blackboard and ask other
classmates to learn about what you missed.

6. Submissions: I will accept the submissions in the following format: .pages, .docx, .pptx,
and .key. I will also accept .pdf submissions. Please be aware that .pptx, .key and .pdf do not
ASL 750: Assessing Sign Language Skills of 9 8
Methods ofSign Language Teachin
allow for the same level of feedback I can give via the tracking and comment function
available in .pages and .docx

7. Academic ASL/English: We will communicate using academic ASL/English, which is a
specialized type of discourse for academic settings. Use only academic ASL/English in
classroom and during video assignments throughout the course. Professional academic
discourse requires giving credit to original authors for their ideas, so citations and references
are required, both in ASL and English. The citation and reference format required for
assignments in English is American Psychological Association (APA) format. Using written
ASL terms in your typed/written work or English-based signing in your video work is not
acceptable.

8. Communication: I welcome emails, GoogleIMs/videos, text/videos sent to me via iMessage, calls
via FaceTime, but will not accept or respond to excessively colloquial register choices in
either language. This is your opportunity to practice ASL and English in academic settings,
on a consistent basis. See #6 for more details.

9. Editing ASL/English works: You are strongly encouraged to edit your ASL/English assignments.
Feel free to meet with your instructor or visit program-provided tutors/consultants to get the
feedback as often as needed to produce the very best work possible. Unedited work will be
graded accordingly. I reserve the right to return heavily unedited work for a zero.

10. Technology: This is a paper-free classroom. All assignments are to be posted on Blackboard or
as instructed. The staff in the E-Learning Lab can assist you with technical issues throughout
the course or you can email [email protected] for assistance. You are to upload all of
your assignments to Blackboard including links to videos. For large les, upload them to
GoogleDrive or DropBox, and share links via Blackboard with my Gallaudet e-mail address.
DVDs, thumb drives, CDs, external HDs or any other format will not be accepted.


ACADEMIC INTEGRITY POLICY
This policy applies to both ASL and English.
STUDENTS WITH DISABILITIES
Students who need special services or accommodations should contact the Ofce for Students with
Disabilities (OSWD), located in SAC Room 1022.
ASL 750: Assessing Sign Language Skills of 9 9