Equity Issues in Assessments for Individuals who are Deaf or Hard of Hearing

1. Equity Issues in Assessments for Individuals who are Deaf or Hard of Hearing Ann Moxley, Ph.D. California School for the Deaf - Fremont

2. Overview of Issues • Test instruments themselves • Reliability and validity • Deaf norms • Use of Interpreters • Translations into sign language • Language issues • Cautions • Best Practices & Recommendations

3. Testing Problems In This Population • Most tests not normed on the population • Therefore, scores may not be valid • Modifications of procedures may invalidate • Lack of language to understand directions or express response • Few examiners can communicate directly with individuals in their language

4. Reliability • Consistencymeans that the same estimate of performance each time the test is used • Poor reliability means very different scores at different times and with different examiners • Cannot rely on results or diagnosis • Tests may not be reliable for all groups • Need Reliability Coefficient > .80

5. Validity • Test measures what it claims to measure • Cannot be Valid if not Reliable • A good standardized test must be both reliable and valid to predict or be useful

6. Norms • Few tests designed for or normed on Deaf/Hard of Hearing • Depends on purpose of assessment & comparison group • Problems with “Deaf Norms” • Heterogeneity of population • Secondary handicaps • Often not well constructed instruments

7. Assessing In Primary Language • Possibilities: ASL, SEE, MCE, PSE, spoken English • Best if assessor is fluent in client’s language • Lack of qualified assessors fluent in client’s language • May require an interpreter

8. Interpreting Issues • Should be qualified: registered and skilled in client’s mode of communication • Must understand testing process & avoid invalidating test results or changing responses • Client may not know how to use • Introduces another person violating standardization • Can alter rapport with examiner

9. Translation Issues • May change test items affecting reliability and validity • Should be “back” translated to check accuracy • Each interpreter will sign differently • There may be no sign equivalent • Words have different frequencies and development courses in each language

10. Cautions • Scores are not everything • Test don’t measure all skills (creativity, talents) • People, not tests, diagnose • Cannot base diagnoses only on test results • Test results are merely observations of performance at a given time & circumstance • They do not tell why • All behavior is multi-determined: an effect may not be the consequence of a particular cause

11. Cautions (Continued) • Need insightful, competent examiner with experience, clinical skills & judgment • Test data have to be confirmed by other observations and data • Scores on a test may not represent typical performance • An individual who works at optimum level during testing may not work at the same level outside • An individual who does poorly during testing may perform well in other situations

12. Factors Adversely Affecting Performance • Poor comprehension of English or ASL • Temporary states: fatigue, anxiety, stress • Uncooperative behavior • Limited motivation • Temperamental or personality disturbance • Physical illnesses or disorders • Other sensory deficits, especially visual

13. Best Practices • Test allows gesture, demonstration, or simplified communication without modifying or deviating from standardized administration procedures • Examiner can communicate directly with individual without an interpreter • Examiner should have good grasp of normal development • Recognize 45% of this population has one or more additional problems

14. Addressing The Problems • Use nonverbal tests: If the test is a nonverbal one and the only change is the language in which the directions are given, then the norms based on directions in English may be appropriate. • Compare the student to himself • Use a developmental approach • non-standardized tests