City Research Online

Abstract

In this article, we adapt a concept designed to structure language testing more effectively, the Assessment Use Argument (AUA), as a framework for the development and/or use of sign language assessments for deaf children who are taught in a sign bilingual education setting. By drawing on data from a recent investigation of deaf children's nonsense sign repetition skills in British Sign Language, we demonstrate the steps of implementing the AUA in practical test design, development and use. This approach provides us with a framework which clearly states the competing values and which stakeholders hold these values. As such, it offers a useful foundation for test-designers, as well as for practitioners in sign bilingual education, for the interpretation of test scores and the consequences of their use.

Publication Type:	Article
Publisher Keywords:	Social Sciences, Education & Educational Research, Linguistics, Language & Linguistics, EDUCATION & EDUCATIONAL RESEARCH, LINGUISTICS, assessment, sign bilingualism, phonology, non-word repetition, deaf education, SHORT-TERM-MEMORY, NONWORD REPETITION, WORKING-MEMORY, CHILDREN, ACQUISITION, PHONOLOGY, SPAN, NEED
Subjects:	P Language and Literature > P Philology. Linguistics
Departments:	School of Health & Psychological Sciences > Language & Communication Science
SWORD Depositor:	Symplectic Administrator

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