Bloom’s Taxonomy: | Recommendations for assessment: |
Lower-Order Cognitive Processing | Elicit recall via multiple choice or short answer questions. |
| Recommendation: Ø Use multi-media to accustom students to the difference in modality (sign versus spoken). Ø Pace the request for recall using timed assessments revealing the level of automaticity at which students are performing. |
| Demonstrate comprehension by asking students to interpret, summarize, and/or paraphrase. |
Comprehension | Recommendation: Ø Provide opportunities for interpretation of scripted tasks such as in ASL stories (answer comprehension questions). Ø Ask for a story reproduction. Asking for a reproduction demonstrates the ability to paraphrase and retell. |
| Ask students to apply knowledge and skills in new situations. |
Application | Recommendation: Ø Start with untimed assessments in which students analyze and review comprehension of increasingly complex source material. Ø Practice timed consecutive interpreting in an effort to bridge knowledge and skills to a new method of application. |
| Ask students to break down information into their component parts. |
Analysis | Recommendation: Ø Request students’ linguistic analyses of their own interpretations between ASL and English. Ø Ask students to compare and organize linguistic components of their interpretation; explore relationships between the languages. Ø Have students take ownership of the process of interpreting. |
| Provide learner feedback on self-assessments. |
Evaluation | Recommendation: Ø Provide linguistic analyses of student interpretation assignments alongside students’ linguistic analysis of their own interpretation in an effort to foster students’ ability to review their own work. |
Higher-Order Cognitive Processing | Ask students to create a novel product in specific situations. |
Creativity | Recommendation: Ø Continue challenging students to practice split attention by providing various simultaneous interpreting assessments. Ø Create assessments that model national or state-based assessments; simulate what is expected for future employability. |