By Judith L. Mounty, David S. Martin, Oscar P. Cohen
Traditionally, deaf and difficult of listening to humans have confirmed quite a few 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 presents a digest of suitable examine to fulfill the trying out problem, together with paintings performed by means of academic researchers, criminal specialists, try builders, and others.
Section I frames the contexts dealing with deaf and tough of listening to participants and people who attempt them, together with a telling ancient standpoint. In part II, chapters discover how deaf and difficult of listening to applicants can meet the pains of test-taking, find out how to point the taking part in box with a brand new method of evaluation, and what to think about to improve totally obtainable licensing assessments. the ultimate bankruptcy during this half examines the psychometric houses of highbrow tests while used with deaf and tough of listening to humans. Administrative concerns represent part III, starting with felony issues on the topic of fairness trying out for deaf adults. An exploration of the possibility of signal language interpretation within the trying out atmosphere follows.
Section IV presents case reports of deaf and tough of listening to adults from numerous professions, together with certification trying out for healing sport, coaching innovations for college scholars, and how one can maximize entry to licensure for social employees. A separate bankruptcy addresses the impression of modern federal mandates on evaluation of deaf and tough of listening to lecturers and educating applicants. the ultimate part summarizes the present scenario and offers concepts to control it, concluding with an epilogue on instructions for the longer term.
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Extra resources for Assessing Deaf Adults: Critical Issues in Testing and Evaluation
1988), enabling the establishment of the ETS Committee on Testing People with Disabilities, and directing a federal grant that studied progress in the education and rehabilitation of individuals who are deaf and hard of hearing. In a variety of ways, these activities played a role in developing the points described in this chapter. * * * * * The findings of the research presented here clearly indicated the need for continuing research on testing deaf individuals, but I was soon to retire. At the same time, postdoctoral fellowships were being announced to qualified candidates competing for the opportunity to do research at ETS.
Princeton, NJ: Educational Testing Service. Hansen, E. , & Mounty, J. L. (1998). Interactive video technology and sign language for learning and performance support for deaf students. In A. ), Proceedings of the 18th International Congress on Education of the Deaf (ICED), (I, 100–103), Tel Aviv, Israel: Ramot Publications, Tel Aviv University. Mounty, J. L. (1990a). A study of signed and written essays produced by prospective deaf teachers. ) Princeton, NJ: Educational Testing Service. Mounty, J.
Pools of examination items are drafted and extensively vetted and pre-tested. Psychometricians, working in concert with subject-matter experts, develop baseline data for what percentage of test-takers should answer each item correctly. The goal of ASWB and indeed all organizations that use tests is to find items that “1. fit, 2. are pertinent to the profession, 3. are just hard enough but not impossibly difficult, and 4. shtml). As structured as the test development process may be, there is a point where the test specifications—what is to be measured—meet the reality of how it is measured through test items.