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Test-taking skills: a missing component of deaf students' curriculum
1Department of Education, Gallaudet University, Washington, DC, USA.
American Annals of the Deaf
|May 7, 1999
Summary
Standardized tests may not accurately assess deaf students' learning due to inherent limitations. Incorporating formal test-taking skills into the curriculum can improve assessment accuracy for deaf learners.
Area of Science:
- Education
- Linguistics
- Psychology
Background:
- Standardized tests are commonly used to evaluate student learning.
- These assessments may not accurately represent the knowledge of deaf students.
- Differences exist in test-taking abilities between deaf and hearing students.
Purpose of the Study:
- To discuss the limitations of traditional testing for deaf students.
- To review differences in test-taking skills between deaf and hearing students.
- To advocate for improved assessment methods for deaf learners.
Main Methods:
- Literature review on test limitations and deaf student performance.
- Analysis of documented differences in test-taking abilities.
- Discussion of compensatory strategies used by deaf readers.
Main Results:
- Standardized tests and other "products" may not reflect true comprehension.
- Deaf students exhibit unique test-taking strategies.
- Formal test-taking skills instruction is recommended for deaf students.
Conclusions:
- Current testing methods are insufficient for accurately measuring deaf students' learning.
- Educational strategies should adapt to accommodate the specific needs of deaf learners.
- Portfolio assessment offers a potential alternative to traditional testing.