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NCIECNational Consortium of Interpreter Education Centers

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Consortium Mission to connect and collaborate with diverse stakeholders

in order to create excellence in interpreting

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Quick Poll

Who are you?

Understanding Assessment:Approaches in the Classroom

Campbell McDermid, PhDAssistant Professor, NTID/RIT

camnss@rit.edu

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§ Agenda

� Introductions

� Cognition and logic

� Critical thinking?

� Deductive, inductive, abductive

� Types of assessment

� Formative, Summative, Diagnostic

Background

§ Few people have looked at the assessments in our field

§ In 2000, West and Whitney surveyed interpreter educators

� Low response rate from educators

� “a lack of standardized assessment instruments in the field”

� “a paucity of research on the design and effectiveness of instruments " (West & Whitney, 2000, p. 1).

My agenda

§ Promote critical thinking and different types of assessment

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General Assessment Questions

§ Hendrickson (1987) looked at second language error correction….

� Who should correct errors?

� How should errors be corrected?

� Which errors should be corrected?

� When or how often?

Impact of assessments

§ Hendrickson (1987) suggested hierarchy in error correction

� Most powerful -student’s own awareness or self-assessment

� Second most powerful -a peer review

� Least powerful - instructor intervention

Self-assessment

§ Most language learned outside of the classroom

� Child (5 years old) if exposed to 12 hrs a day of language will hear or see 21, 900 hrs of language

� ASL student gets 720 hrs at most (6 hrs a week X 15 weeks X 8 semesters over 4 years in BA/BS degree)

� ASL is *hard* to learn for English speakers –a *TRULY* foreign language for them (Jacobs, 1996)

� 2400 -2760 hours to arrive at Level 3, sufficient to begin interpreting (Jacobs, 1996)

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Self-assessment

§ Why is self-assessment so powerful?

� Lack of test or performance anxiety

� Ongoing and in different contexts

� Mix of different assessment types

Critical Thinking

§ Self-assessment may foster more critical thinking.

§ What does critical thinking mean?

§ I am going to suggest critical thinking also fosters three

different types of logical reasoning (and I have to thank

Robinson (1997) for introducing me to these...)

§ Deductive

§ Inductive

§ Abductive

What is deductive learning..

§ Lets try a small activity. Try to memorize as many of these symbols as you can, in the correct order….

§ You will have about 5 seconds to try and remember as many

as you can....

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Deductive Learning

1 =

2 =

3 =

4 =

5 =

6 =

7 =

8 =

9 =

How many did you get right?

§ Jot down all you can remember…

§ Stop when you see the *answer key* on the next slide and

count how many you had correct...

Deductive Learning

1 =

2 =

3 =

4 =

5 =

6 =

7 =

8 =

9 =

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Poll

Launch Poll

Pattern

1 2 3

4 5 6

7 8 9

Examples of Deductive

§ My teacher told me that larger signs are more formal.

§ My ASL book says that the condition (antecedent) comes

before the consequence.

§ You have to follow the Code of Professional Conduct which

says I have to match consumers’ language preferences.

§ This is the sign for POOR. My ASL teacher told me so. So

you sign it this way - THAT POOR EXCUSE !

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Deductive logic

§ Begin with a rule, a known fact, a stereotype

§ Look for evidence (look at the specific) to support or fit with

that fact, rule, hypothesis, stereotype

§ Rules are usually taught to the student by the authority

(teacher, organization, etc.)

§ Top down – (from general to specific) learn a rule or policy

then apply it

§ Passive learning – didactic ?

Activity - Script

§ 1. Sally: I am worried about the math test tomorrow.

§ 2. Jack: You are not the only one.

§ 3. Sally: I read over chapter 10 but I still don’t get it!

§ 4. Jack: It was all Greek to me too!

§ 5. Sally: You are not helping, did you know that!

§ 6. Jack: Oh, I am a counselor now!

§ 7. Sally: Do you think you will pass?

§ 8. Jack: What will be will be.

Watch….

Watch two videos and compare them.

What patterns did you note?

What were some differences in the two videos?

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Poll

Launch Poll

Possible areas

§ 1. Sally: I am worried about the math test tomorrow.

§ 2. Jack: You are not the only one.

§ 3. Sally: I read over chapter 10 but I still don’t get it!

§ 4. Jack: It was all Greek to me too!

§ 5. Sally: You are not helping, did you know that!

§ 6. Jack: Oh, I am a counselor now!

§ 7. Sally: Do you think you will pass?

§ 8. Jack: What will be will be.

Inductive Examples

§ “Hmm…the Deaf person always signs YELLOW pill for their blood pressure medication. I should add that to my

interpretation...”

§ “I noticed my mentor always points to the person who is

talking and adds a descriptor (metonym) such as BLUE

SWEATER or MAN, GLASSES. The Deaf person looks and then turns back to watch the interpretation. They didn’t

teach me that in my program. I should do that too.”

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Inductive

§ Start without a presupposition or hypothesis

§ Observe and collect data (start with the specific pieces of data)

§ Look for 3 or more sources (people, articles, examples in your work) that seem to say the same thing

§ See if there are *trends* or commonalities in the data –triangulation (3 different pieces of evidence)

§ Bottom-up – starts with the specific (parts) and goes to the general (theory), from observation to hypothesis

Deductive and Inductive

Practice Practice

Deductive – Learn the rule and apply it – passive learning?

Inductive – look at the practice, determine a pattern,

come up with a rule – more active learning?

Abductive

§ Perhaps a more subconscious or unconscious process of logic

§ Characterized as a leap in logic without a specific reason

behind it

§ Some would say it was creative logic

§ It may combine aspects of deductive and inductive logic

§ It is usually based on incomplete data – a “best guess” or

“shot in the dark”

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What kind of logic…

§ A - As a student, you believe you can not read fingerspelling very well. You decide to watch a number of tapes with Deaf

people signing and record yourself while simultaneously

interpreting. Sure enough, you miss about half of the

fingerspelled words!

Insert Poll

Launch Poll

What kind of logic…

§ B -As a student, you want to look at your simultaneous interpretation from ASL to English. You decide to watch a

number of tapes with Deaf people signing and record

yourself while simultaneously interpreting. You notice that

you always catch the names of places or States (75%

correct) when they are fingerspelled, but you often miss people’s names (10% correct)!

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Insert Poll

Launch Poll

Activity

§ Next are a few sentences taken from an interaction between Jack and Jill. They are planning a family reunion. It

is 2 weeks away and Jill is worried it is going to be a flop!

Think about how you would translate each line. Do any

words stick out as problematic and if so, which ones and

why?

§ What type of logic do you think you are using…

Translate (alone, with friend)

1.Jill: Did you book the hall and share the address and send out a map?

2.Jack: Most know where it is. Mom and dad had their wedding reception there.

3.Jill: Yes but some don’t! It is only 2 weeks away.

4. Jack: Heh, I don’t have everyone’s email. I can’t do much.

5.Jill: A few are going to get lost!

6. Jack: Why is it always all or nothing with you?

7.Jill: Call me a perfectionist! I don’t care just send out something

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Insert Poll

Launch Poll

Potential Areas

1.Jill: Did you book the hall and share the address and send out a map?

2.Jack: Mostknow where it is. Mom and dad had their wedding reception there.

3.Jill: Yes but some don’t! It is only 2 weeks away.

4. Jack: Heh, I don’t have everyone’s email. I can’t do much.

5.Jill: A few are going to get lost!

6. Jack: Why is it always all or nothing with you?

7.Jill: Call me a perfectionist! I don’t care just send out something

Types of assessments

§ Lets look at the bigger picture first before we look at specific tests or ways to assess interpreters

� Summative

� Formative

� Diagnostic

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Examples of Formative

§ Instructor, mentor, tutor, self- or peer feedback

§ Feedback while interpreting or later

§ Student-led discussions

§ Focus on specific areas

� What is the sign for…

� How can I translate this...

� I noticed you said or signed this... I would do this....

Characteristics of Formative

§ Individual, peer or instructor led

§ Limited scope - looks at what was noticed

§ Occurs during or immediately after and interactive

§ Based on one context (typically immediate environment)

§ Ongoing

§ Seen as more informal than summative

Tapping into Logic

§ Deductive - Do it this way. This is the rule.

§ Inductive – Did you see any patterns and why?

§ Abductive – lets have fun with it and be creative (“try this!”)

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Diagnostic

§ Formal – done by an authority

§ Collection of data (live sample or designed sample)

§ Looks at what a person can do or knows – snapshot

§ Can be broad or specific in scope

§ Identification of patterns - inductive- by examiner

§ Learner is taught the rules, so relies on deductive learning

§ Should lead to learning activity or next steps

Tapping into logic…

§ Deductive - Do it this way. This is the rule.

§ Inductive – Did you see any patterns and why?

§ Abductive – lets have fun with it and be creative (“try this!”)

Examples of Summative

§ National or state or employer tests

� NIC, RID/NAD, EIPA, ASLPI, etc.

§ Portfolios

§ mid-term or final exams in interpretation programs

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Summative

§ Cumulative and complex (include many skill sets or many course

outcomes – descriptive)

§ Consecutive (after many weeks of instruction)

§ Seen as “formal”

§ Assessment done by authority to learner – passive learning?

§ One-time/one-shot assessment

§ High stakes = high stress ?

§ Deductive – demonstrate you learned the rules

Post-test

§ Take a moment to do the following post-test. Match the scenario with the type of test and reasoning.

Poll – Match # to Letter

1. "We have to switch at 20 minutes. It is what they taught me in my program!”

2. Employer initial screening

3. Corrections and enhancements given by one interpreter to another while team interpreting

4. "I notice my partner has had a hard time reading this Deaf person's fingerspelling at this meeting and last week in the workshop. I should be ready to support her.

A – Formative

B – Inductive

C – Deductive

D - Summative

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Upcoming Webinar

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April 14, 2016

7p-8:30p Eastern

Creating and Sustaining a Community of Practice

Presented by: Wendy Watson

http://www.northeastern.edu/cssh/niec/

WRIECW estern Oregon University

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Univers ity

NURIECNortheastern

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§ Thank you!

� Interpreters

� Captioner

§ Evaluations

� Email with link to evaluation and CEU request

� 1 hour post webinar

� Allow one month for processing

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� Thank you NURIEC for sponsoring CEUs

The Consortium Centers are funded by grants from the U.S. Department of Education, Rehabilitation Services

Administration, Training of Interpreters

Program CFDA 84.160A and 84.160B.