Bloom’s Taxonomy:

Recommendations for assessment:

Lower-Order Cognitive Processing

Elicit recall via multiple choice or short answer questions.



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.



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.



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.



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.



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.



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.