文章基本信息

标题：Effective Assessments for Interpreter Education Programs to Increase Pass Rates for Certification
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作者：Rosemary Liñan Landa ; M. Diane Clark
期刊名称：Psychology
印刷版ISSN：2152-7180
电子版ISSN：2152-7199
出版年度：2018
卷号：09
期号：03
页码：340-347
DOI：10.4236/psych.2018.93021
语种：English
出版社：Scientific Research Publishing
摘要：In the United States, students enrolled in an American Sign Language (ASL) Interpreter Education Program (IEP) are encouraged to achieve interpreter certification upon completion of the program. Obtaining the certification ensures employers they are hiring qualified personnel. A critical examination of assessments used by IEPs may result in formulating strategies that prepare students to pass the state-based assessments by graduation. A review of Program Learning Outcomes (PLO) and the way in which these are assessed should be undertaken in order to ensure that effective Student Learning Outcomes (SLO) are created to parallel appropriate stages of language development. Knowledge of Language Assessment Literacy (LAL) will assist in the development of well-defined and accurately-based objective assessments that are both valid and reliable. Targeting specific linguistic components combined with the usage of the cognitive domain of Bloom’s Taxonomy for teaching and assessing learning outcomes will provide a clear means for developing assessments. Utilizing Bloom’s Taxonomy, the development of assessments start at lower order cognitive processing and progressively moves to higher order (Marzano & Kendall, 2006). An examination of how using Bloom’s Taxonomy assists in the development of assessments is outlined.
关键词：Interpreter Education;Language Development;Bloom’s Taxonomy;American Sign Language