Sample Marking Sheets for ISL and Interpreting Tests The following is a sample of a marking sheet for an ISL test and outlines how marks are allocated for features that are specifically taught in an ISL module. Expected maximum global level of attainment Can sign at length with confidence and reasonable fluency on familiar or general topics, adapting appropriately to formal/informal contexts. Lacks facility in handing abstract or unfamiliar topics but can cope reasonably well. Difficulty with complex sentence and discourse structures. Individual Student Assessment CATEGORY Level 1 Level 2 Level 3 Level 4 Level 5 Phonology: almost heavily by fair L2 ISL good L2 ISL excellent L2 unintelligible English L1 and intonation ISL and intonation Fluency: very slow and stilted and flows fluent, good very fluent and hesitant somewhat reasonably expression facial – frequent stops hesitant but well despite expression, and starts manages to occasional normal flow keep going hesitations Grammatical very little errors good control only very few Control: control frequent, of basic occasional noticeable – grammatical difficulty structures, errors, mostly errors, errors impede with some errors in control of competent the message complex in more complex control of structures, complex structures and complex but message structures discourse structures and intelligible and patterns discourse discourse patterns patterns Vocabulary: deficient limited good general demonstrates excellent vocabulary vocabulary vocabulary clear effort to mastery of knowledge knowledge; knowledge use specialist specialist seriously no attempt to but limited terms and terms and impedes use specialist knowledge vocabulary vocabulary communication terms of specialist appropriate to appropriate to appropriate terms the task/topic the task/topic. to the appropriate task/topic to the task/topic Cultural Poor structure Some Good use of Very good use excellent Information/ showing little evidence of structure of structure structure Deaf Friendly understanding presenting showing a showing a showing a of presenting information Deaf clear great degree of information in a in a Deaf friendly way understanding understanding Deaf friendly friendly way, of of how to of how to way though many presenting present present structural information information in information in errors are but some a Deaf friendly a Deaf friendly evident errors are manner, minor way evident errors
Sample Marking Sheets for ISL and Interpreting Tests The following is a sample of a marking sheet for an ISL test and outlines how marks are allocated for features that are specifically taught in an ISL module. Expected maximum global level of attainment Can sign at length with confidence and reasonable fluency on familiar or general topics, adapting appropriately to formal/informal contexts. Lacks facility in handing abstract or unfamiliar topics but can cope reasonably well. Difficulty with complex sentence and discourse structures. Individual Student Assessment CATEGORY Level 1 Level 2 Level 3 Level 4 Level 5 Phonology: almost unintelligible heavily by English L1 fair L2 ISL good L2 ISL and intonation excellent L2 ISL and intonation Fluency: very slow and hesitant – frequent stops and starts stilted and somewhat hesitant but manages to keep going flows reasonably well despite occasional hesitations fluent, good expression very fluent and facial expression, normal flow Grammatical Control: very little control – grammatical errors impede the message errors frequent, difficulty with complex structures, but message intelligible good control of basic structures, some errors in more complex structures and discourse patterns only occasional errors, mostly in control of complex structures and discourse patterns very few noticeable errors, competent control of complex structures and discourse patterns Vocabulary: deficient vocabulary knowledge seriously impedes communication limited vocabulary knowledge; no attempt to use specialist terms appropriate to the task/topic good general vocabulary knowledge but limited knowledge of specialist terms appropriate to the task/topic demonstrates clear effort to use specialist terms and vocabulary appropriate to the task/topic excellent mastery of specialist terms and vocabulary appropriate to the task/topic. Cultural Information/ Deaf Friendly Poor structure showing little understanding of presenting information in a Deaf friendly way Some evidence of presenting information in a Deaf friendly way, though many structural errors are evident Good use of structure showing a Deaf friendly way of presenting information but some errors are evident Very good use of structure showing a clear understanding of how to present information in a Deaf friendly manner, minor errors excellent structure showing a great degree of understanding of how to present information in a Deaf friendly way
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