English to Sign Language Translations of Assessments: Three Case Studies and Implications for Construct Validity

• In Event: 64.068 - Instruction and assessment for students with significant cognitive disabilities who are English learners

Abstract

In designing accessible assessments of deaf students’ knowledge, the goal is to remove obstacles which lead to invalid interpretations of resultant test scores. One approach is to provide sign language translations of existing assessment items. In this paper we review the literature on approaches to sign language translation and describe protocols used for three different measurement translation projects. This work connects theoretical perspectives on construct validity in accessible assessment with the practical implications of test development and sign language translation. This case analysis highlights the importance of examining assumptions about the purpose of the test, its constructs, and cultural relevance of items throughout the translation process. It concludes with a framework for balancing construct validity, linguistic access, and cultural relevance.

Authors

• Stephanie W. Cawthon, The University of Texas at Austin

• Carrie Lou Garberoglio, The University of Texas

• Jeffrey Levi Palmer, The University of Texas at Austin

• Savannah Davidson, The University of Texas at Austin

• Claire Elizabeth Ryan, University of Texas at Austin

• Paige Johnson, The University of Texas at Austin