The Handbook of Language Assessment Across Modalities

Tobias Haug is a professor for sign language and participation of the deaf and hard-of-hearing at the University of Teacher Education in Special Needs, Zurich. His main research include sign language assessment, more specifically rater behavior, automatic sign recognition and assessment, web-based testing, targeting both young and adult learners of sign language, and sign language interpreting. Wolfgang Mann is a Reader in Special and Inclusive Education at the University of Roehampton, specializing in signed language development and assessment. His other interests include the wider impacts of experiencing a language problem, specifically language development and language difficulties in deaf children, bilingual-bimodal education, online reading, and computer-and mobile-assisted language testing.Ute Knoch is an Associate Professor and the Director of the Language Testing Research Centre at the University of Melbourne. Her research interests are in the areas of rating processes, testvalidity, assessing languages for academic and professional purposes, and placement testing.

• IntroductionTobias Haug, Wolfgang Mann, & Ute KnochTopic 1: Development of First Language AssessmentsChapter 1.1: Issues Related to the Development of Spoken Language Tests for L1 ChildrenPenny Roy & Shula ChiatChapter 1.2: Issues in the Development of Signed Language Tests for Deaf ChildrenRos Herman & Kate RowleyChapter 1.3: Discussion: Developing Tests of Spoken and Signed Language DevelopmentShula Chiat, Ros Herman, Kate Rowley & Penny RoyTopic 2: Score Use and Interpretation of First Language AssessmentsChapter 2.1: Score Use and Interpretation of Standardized Assessments of Hearing L1Bernard CamillieriChapter 2.2: How to Use and Interpret Scores on Signed Language Tests for Primary Language UsersCharlotte Enns & Patrick BoudreaultChapter 2.3: Discussion of Issues Related to Score Use and Interpretation of Spoken and Signed Language AssessmentsPatrick Boudreault, Bernard Camilleri, & Charlotte EnnsTopic 3: Dynamic Assessment of Language LearningChapter 3.1: Dynamic Assessment of Learners of a Spoken LanguageNatalie HassonChapter 3.2: Using Dynamic Assessment to Assess the Language and Communication Skills of Signing Deaf ChildrenWolfgang Mann, Joanna Hoskin, & Hilary DumbrillChapter 3.3: Discussion on Issues Related to the Use of Dynamic AssessmentWolfgang Mann, Joanna Hoskin, Natalie Hasson, & Hilary DumbrillTopic 4: Assessing Atypical Language Development in Children: The Case of Autism Spectrum Disorder (ASD)Chapter 4.1: Assessing Spoken Language Development in Children with Autism Spectrum Disorder (ASD)Amy FrisbieChapter 4.2: Assessing Signed Language Development in Deaf/Signing Children with Autism Spectrum Disorder (ASD)Aaron Shield, Deborah Mood, Nicole Salamy, & Jonathan HennerChapter 4.3: Discussion on Assessing Atypical Language Development in Children: The Case of Autism Spectrum Disorder (ASD)Amy Kissel Frisbie, Aaron Shield, Deborah Mood, Nicole Salamy, & Jonathan HennerTopic 5: Assessing Atypical Language Development in Children: The Case of Developmental Language DisorderChapter 5.1: Developmental Language Disorder and the Assessment of Spoken LanguageCarol-Anne Murphy, Pauline Frizelle, & Cristina McKeanChapter 5.2: Developmental Language Disorder and the assessment of signed languageDavid Quinto-PozosChapter 5.3: Discussion on Assessing Children with Developmental Language Disorder (DLD)Carol-Anne Murphy, Pauline Frizelle, Cristina McKean, & David Quintos-PozosTopic 6: Assessing Bi- and Multilingual LearnersChapter 6.1: Assessing the oral language skills of bilinguals with and without Developmental Language DisordersLisa M. Bedore, Elizabeth D. Peña, Kathleen Durant, & Stephanie McMillenChapter 6.2: Assessing Bilingual Deaf and Hard-of-Hearing ChildrenKathryn CroweChapter 6.3: Assessment of Bi/multilingual ChildrenLisa M. Bedore, Kathryn Crowe, Elizabeth D. Peña, Kathleen Durant, & Stephanie McMillenTopic 7: Construct Issues in Second Language AssessmentsChapter 7.1: Construct in Assessments of Spoken LanguageSusy MacqueenChapter 7.2: Construct Issues in Second Signed Language AssessmentTobias HaugChapter 7.3:: Issues in Spoken and Signed Language Assessment ConstructsSusy Macqueen & Tobias HaugTopic 8: Validation of Second Language AssessmentsChapter 8.1: Validation of Second Language Spoken AssessmentsCarol Chapelle and Hye-won LeeChapter 8.2: Validation of Signed Language Tests for Adult L2 LearnersPeter Hauser, Krister Schönström & Christian RathmannChapter 8.3: Discussion of Validation Issues in Second Language AssessmentCarol A. Chapelle, Peter C. Hauser, Hye-won Lee, Christian Rathmann, & Krister SchönströmTopic 9: Scoring Issues in Second Spoken and Signed Language AssessmentChapter 9.1: Scoring Spoken Second Language AssessmentUte KnochChapter 9.2: Scoring Second Signed Language AssessmentTobias Haug, Eveline Boers-Visker, Wolfgang Mann, Geoffrey Poor, and Beppie Van den BogaerdeChapter 9.3: Discussion on Scoring Issues in Second Language AssessmentTobias Haug, Ute Knoch & Wolfgang MannTopic 10: Discourse Analysis and Language AssessmentChapter 10.1: Discourse Analysis in Second Language Speaking AssessmentKellie FrostChapter 10.2: Interviewer accommodation in Sign Language Proficiency InterviewsRachel McKee, Sara Pivac Alexander, & Wenda WaltonChapter 10.3: Discourse Analysis in Signed and Spoken Language AssessmentRachel McKee and Kellie FrostTopic 11: Language Assessment Literacy in Second Language Assessment ContextsChapter 11.1: Language Assessment Literacy in Second Spoken Language AssessmentLuke Harding, Benjamin Kremmel, & Kathrin EberharterChapter 11.2: Language Assessment Literacy in Second Signed Language AssessmentEveline Boers-Visker & Annemiek HammerChapter 11.3: Discussion on Language Assessment LiteracyEveline Boers-Visker, Kathrin Eberharter, Annemiek Hammer, Luke Harding & Benjamin KremmelTopic 12: Use of New Technologies in Second Language AssessmentChapter 12.1: New Technologies in Second Language Spoken AssessmentPhuong Nguyen & Volker HegelheimerChapter 12.2: Use of New Technologies in L2 Signed Language AssessmentSarah Ebling, Necati Cihan Camgöz & Richard BowdenChapter 12.3: Discussion on New Technologies in Spoken and Signed Language TestingSarah Ebling, Phuong Nguyen, Volker Hegelheimer, Cihan Camgöz, & Richard BowdenEpilogue: Finding common ground in language assessment of signed and spoken language: So far and yet so closeWolfgang Mann, Tobias Haug, & Ute Knoch