Challenge when groups

Norm- Group administration EXAMPLES

are heterogeneous in Least effective for reading Poor test taking skills
Referenced results in incorrect - SAT-HI
language, exceptionality instruction influence performance
Tests information - TERA-D/HH
and/or culture

READING EXAMPLES
- Cloze Procedure
Interpretation of test ALTERATION - Early Reading Checklist
Most not designed for
Criterion results must be done EXAMPLES - Reading Checklist
students who are deaf or
Referenced carefully and include an - Sign language READING AND WRITING EXAMPLES
hard of hearing
Tests explanation of alterations communication - Stages of Literacy Development Checklist
- Rewording questions WRITING EXAMPLES
Literacy - Cleary Language Assessment
Students Who are Deaf - Kendall Demonstration Elementary School
or Hard of Hearing

Types of Assessment

EXAMPLES
Accuracy and
- The Idaho Special Education Manual
Curriculum- completeness dependent
Assessment may not be - Hand in Hand With Special Education: A
Based upon the skills of the
"standard" Guide for Parents
Assessment person administering the
assessment - Regulations for the Education of
Exceptional Students

EXAMPLES
- anecdotal records
- work samples
Multiple approaches for
- interviews
Performance- providing a more Supports analysis of
- surveys
Based Authentic instruction comprehensive and literacy within the context
- checklist
Measures accurate picture of student of functional information
- retelling
performance
- miscue analysis
- portfolios
- rubrics

References/Resources

Easterbrooks, S. R., & Huston, S. G. (2001). Examining reading comprehension and

fluency in students who are deaf or hard of hearing. U.S.; Georgia. ERIC
Document Reproduction Service No. ED454654

French. M. (1999). Starting with assessment: A developmental approach to deaf children's

literacy. Washington DC: Laurent Clerc National Deaf Education Center.

LaSasso, C. (1999). Test-taking skills: A missing component of deaf students' curriculum.

American Annals of the Deaf, 125, 559-563

Salvia, J., & Ysseldyke, J. E. (2004). Assessment (9th ed.). Boston: Houghton Mifflin.

Literacy Assessment - Students who are Deaf and Hard of Hearing

Assessment Assessment Type Assessment Areas/Notes

Stanford Achievement Norm-Referenced Measures curriculum commonly taught in grades 1 9.

Test Deaf/Hard of Group Administered Norms started as far back as 1963 and reestablished in 1996 for Deaf and hard of
Hearing (SAT-DHH) Individual Administered hearing students.

Test of Early Reading Norm-Referenced Tests meaning construction, alphabet knowledge and function, and conventions
Ability Deaf and Individual Administered of print. Designed for students age 3.0 13.11 with moderate to profound
Hard of Hearing hearing loss. Norms established in 1985.
Version (TERA-D/HH)
Test of Written Norm-Referenced Measures conceptual, linguistic, and cognitive aspects of writing in spontaneous
Language-3 (TOWL - and contrived formats. Should be used with caution when interpreting the scores
3) of DHH students.
Cloze Procedure Criterion-Referenced Reading assessment not designed for students who are D/HH. Deletion of every
fifth word within a passage. Degree of hearing loss and age of onset are two
factors shown to affect test performance. Use caution with effectiveness and
reliability.
Early Reading Criterion-Referenced Reading assessment designed for students who are D/HH looking at conventions
Checklist and Reading of print, alphabet knowledge, visual or listening comprehension, sight word
Checklist vocabulary, use of cue systems, story retelling, reading comprehension
strategies, and word analysis strategies. Completed checklist allows teachers to
see student strengths and needs at a glace, thus helping to guide instruction.
Cleary Language Criterion-Referenced Measures written and signed communication in six areas of writing using four
Assessment levels (emerging, beginning, developing and maturing). Measures students
ability to (a) develop a topic in an interesting and imaginative way, (b) produce a
product that is organized in a logical manner, (c) support ideas using relevant
information, (d) produce grammatically correct sentences, (e) use voice that is
specific and vivid in language, and (f) have few to no mechanical errors.
Kendall Demonstration Criterion-Referenced Measures meaning, linguistic features, and conventions of writing and story
Elementary School using four levels. Scale breaks down the development of writing into
manageable and teachable stages. It should not be used as catch-all as it
doesnt assess other areas of writing (e.g., voice aspects of narrative writing,
expository writing, or development of paragraphs).
Stages of Literacy Criterion-Referenced Measures reading and writing communicative competence, motivation, strategies
Development Checklist of text knowledge, reading comprehension, application of background
knowledge, reading and writing as social interactions, and concepts/forms of
print.
Idaho Special Curriculum-Based Published curriculum designed for students who are deaf and hard of hearing.
Education Manual
Hand in Hand with Curriculum-Based Published curriculum designed for students who are deaf and hard of hearing.
Special Education: A
Guide for Parents
Regulations for the Curriculum-Based Published curriculum designed for students who are deaf and hard of hearing.
Education of
Exceptional Students
Alternative Assessment Performance-Based Examples encourage students who are deaf and hard of hearing to communicate
their understanding of
- narrative text using drama
- expository text using semantic mapping
- story grammar using drawings, dialogue journals, charts, and free writing
Reading Fluency Performance-Based Screening tool supporting the use of signed communication within literacy.
Screening for Signing Assesses visual components of reading specific to text and evaluates students
Students use of semantic, morphologic, and cheremic (phonics of sign) skills related to
the text. Sign language skills analyzed include fingerspelling, signing speed,
signing space, use of eye contact and eye gaze, facial expression, and body
movement.
Teaching Test- Taking Performance-Based Assesses how students approach multiple-choice and free-response (e.g., essay)
Strategies tests, in addition to look back conditions to improve their test taking strategies.