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Adaptation and Evaluation of a German Sign Language Test
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- Imprint
- Acknowledgment
- Table of Contents
- List of Tables
- List of Figures
- Abbreviations of Sign Languages
- Conventions for Glosses
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Introduction
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Literature Review
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Issues in Language Testing
- Basic Concepts in Language Testing
- The Goals of Language Testing in Children
- Language Testing Methods for Children
- Test Content
- Expressive and Receptive Language Skills
- Test Items
- Pilot Study and Main Study
- The Rating Method and the Tester
- Testing Environment
- + Psychometric Issues in Test Development
- Use of New Technologies
- Diversity in Language Testing
- Models for Transferring Tests Across Cultures and Languages
- + Test Adaptation
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Review of Sign Language Tests
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Sign Language Acquisition
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Comparison of Linguistic Structures: Cross-Linguistic Differences and Sign Language Acquisition
- Verb Agreement in DGS and Cross-Linguistic Differences
- Acquisition of Verb Agreement
- Acquisition of Verb Agreement in DGS
- Complex AB Verb Constructions
- Acquisition of Complex AB Verb Constructions
- Classifier Constructions in DGS and Cross-Linguistic Differences
- Acquisition of Classifier Constructions
- Number and Distribution in DGS and Cross-Linguistic Differences
- Acquisition of Number and Distribution
- Negation in DGS and Cross-Linguistic Differences
- Acquisition of Negation
- Evidence for Other Structures Acquired in DGS
- Summary of Cross-Linguistic Differences and Sign Language Acquisition
- The Role of Input on Sign Language Acquisition
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Comparison of Linguistic Structures: Cross-Linguistic Differences and Sign Language Acquisition
- + Sign Language Acquisition and Test Adaptation
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Issues in Language Testing
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Methodology
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Results
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Description of the Sample
- Deaf Children of Deaf Parents
- Deaf Children of Hearing Parents
- Examining the Research Questions
- + Item Analysis of the Adapted DGS Test
- + Distractor Analysis
- Homogeneity of the Test
- Evidence for Reliability
- Evidence Based on Relationships with Other (External) Variables
- Evidence for Validity
- + Test Performance of Deaf Children
- Summary
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Description of the Sample
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Discussion
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Evaluation of the Adapted DGS Receptive Skills Test
- Cultural Issues in Test Adaptation
- + Effectiveness of Items
- External Variable: Teachers’ Rating of Children’s DGS Skills
- Content Validity
- Other Variables Explaining Performance Differences
- The Reference and the Target Groups of Language Tests
- Means of Differentiation Amongst Participants
- Defining the Norming Sample
- + Methodological Considerations in Adaptation of Sign Language Tests
- + A Proposed Model for the Adaptation of Sign Language Tests
- + Limitations of the Study and Critical Self-Reflection
- Directions for Further Research
- Summary and Conclusion
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Evaluation of the Adapted DGS Receptive Skills Test
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German Summary: Evaluation und Adaption eines Verständnistests zur Deutschen Gebärdensprache
- Problemstellung
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Theoretischer und empirischer Hintergrund
- + Methodik
- + Ergebnisse der Evaluation
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Diskussion
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Erkenntnisse aus der Evaluation des adaptierten Tests
- Kulturelle Aspekte der Testadaption
- Psychometrische Eigenschaften des adaptierten DGS-Tests
- Evaluation der externen Variable
- Inhaltsvalidität
- Evaluation der Rohwerte in Beziehung zu anderen Variablen
- Möglichkeiten der Differenzierung zwischen den Kindern
- Methodische Erkenntnisse für die Testadaption
- Konsequenzen in Bezug auf die Standardisierung
- Empirische Erkenntnisse für zukünftige Testadaptionen
- + Theoretische Erkenntnisse: Modell zur Testadaption
- Zusammenfassung und Schlussfolgerung
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Erkenntnisse aus der Evaluation des adaptierten Tests
- Bibliography
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Appendices
- Appendix A-1 Changes to BSL Test Materials (January 22, 2005)
- Appendix B-1 Questionnaire for Pilot 1 (Translation)
- Appendix C-1 Consent Form for Deaf Adults for Pilot 1 (Translation)
- Appendix C-2 Consent Form for Childen for Pilot 1 (Translation)
- Appendix D-1 Regional Variations and Conventionalized/Unconventionalized Forms of Vocabulary Items for Pilot 1 ( N = 13)
- Appendix D-2 Examples of Regional Variations in Pilot 1
- Appendix D-3 Complete List of Items for the DGS Receptive Skills Test (First Version)
- Appendix E-1 Evaluation Sheet for Vocabulary Check (Transltion) (from Herman et al., 1999)
- Appendix F-1 Consent Form for Deaf Adult s for Pilot 2 (Translation)
- Appendix F-2 Background Questionnaire for Deaf Adults for Pilot 2(Translation)
- Appendix F-3 Results of Pilot 2 with Deaf Adults (N = 5)
- Appendix F-4 Quantitative Results of Pilot 2 with Deaf Adults (N = 5)
- Appendix F-5 Cover Letter, Background Questionnaire, and Consent Form for Pilot 2 for Non-Signing Hearing Children (Translation)
- Appendix F-6 Item Recoding Based on Pilot 2
- Appendix G-1 Parent Questionnaire for Main Study (Translation)
- Appendix G-2 Student Questionnaire (Through Teachers) (Translation)
- Appendix G-3Teacher Questionnaire (Translation)
- Appendix G-4 Observation Sheet Used During Testing (Test Administrator) (Translation)
- Appendix H-1 Histogram Raw Score with Normal Curve Overlaid
- Appendix H-2 Descriptive Statistics of the Variable Raw Score
- Appendix H-3 Histogram Age with Normal Curve Overlaid
- Appendix H-4 Normal Q-Q Plot of Age
- Appendix I -1 Results of Item Analysis of Deaf Children of Deaf Parents
- Appendix I-2 Distractor Analysis of Deaf Children of Deaf Parents
- Appendix I-3 Homogeneity Indices H of All Test Items
- Appendix I-4 Linear Regression Model of Deaf Children of Hearing Parent s (N = 2 0 )
- Appendix I-5 Linear Regression Model of Deaf Children of Deaf Parents (N = 34)
- Appendix I-6 Regression Model with Logistic Curve Fit of Deaf Children of Hearing Parent s (N = 20)
- Appendix I-7 Regression Model with Logistic Curve Fit of Deaf Children of Deaf Parents (N = 34)
- Appendix J-1 All Tests Items, including Revisions Which Would Be Necessary for a Standardization Study
- Appendix J-2 Steps and Procedures for Adaptation of Sign LanguageTests
- About the Author
Many Deaf1 people in developed countries can be defined as bilinguals, using both a sign language and the majority language in written and/or spoken form in their everyday lives (Grosjean, 2008). Competency in the two languages can vary widely, depending, among other factors, on the age at which Deaf individuals are first exposed to a(n) (accessible) first language (L1) and second language (L2) (Mayberry & Lock, 2003). Abilities in a sign language can range on a continuum from Deaf children acquiring a sign language as a first language from their native signing Deaf parents, to Deaf children of hearing parents acquiring a sign language only when they enter school. In particular, this latter group of Deaf children who are born Deaf and have hearing parents might have delayed first language acquisition, and they comprise a special population where language is a crucial variable. Deaf children who acquire a sign language as their first language from their Deaf parents constitute only about 5% of the population of Deaf children (Mitchell & Karchmer, 2004). For the remaining 95% who come from hearing families, acquiring a language is often a great challenge (Marschark, 2002). The majority of Deaf children of non-signing hearing parents do not have full access to a sign language until they have passed the most critical early ages of language acquisition. Language development can differ between the groups of, on the one hand, Deaf children with hearing parents
Book Details
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Categories
Language Arts & Disciplines > General
Publishers
Publication year : 2011
License: All rights reserved ©
Times read: 1
