The ASLA (formerly known as ASLAI) is the only standardized, norm-referenced computer-based assessment evaluating a wide array of subtests related to ASL knowledge (e.g. vocabulary, syntax) and literacy skills (e.g. synonyms, antonyms, analogies). 

We have not encountered another computer-based standardized ASL assessment built exclusively for and around ASL. The ASLA user interface and test material are in ASL, other than the text on a few small navigation buttons. English appears only in the one English subtest, intentionally given at the very end.

In addition, the ASLA was developed with careful consideration for age-related ASL language learning and literacy benchmarks rather than aligned with or translated from English benchmarks and test materials.

So far, the ASLA database contains the most extensive set of Pre-K – 12 student assessment data on ASL. This data set drives ASL norms, so student scores more accurately reflect performance compared to age- and parent-matched peers. Our score reports compare each student to 1) age- and parent-matched peers (Deaf/hearing), and 2) all age-matched students in our database, regardless of parent status.

Each language arts subtest contains multiple-choice questions with four answer options. There is also one English picture-to-sentence matching subtest. The number and type of subtests each student receives are age-dependent, and the sequence is randomized. 

ASLA Receptive Subtest Description 

• Students aged 7 and under take only the first five SubTests above.

• Students aged 8 and above take all subtests.

Basic Vocabulary

Indicates a student’s knowledge of basic ASL vocabulary, demonstrated by identifying the picture that matches the meaning of a given ASL sign.

Synonyms

Indicates a student’s knowledge of ASL synonyms, demonstrated by identifying the synonym of a given sign (the sign with the most similar meaning).

Antonyms

Indicates a student’s knowledge of antonyms, demonstrated by identifying the correct antonym for a given ASL sign (the sign with the opposite meaning).

Simple Syntax 

Indicates a student’s knowledge of simple verbs related to motion and location, plurals, negation, and simple pronominal structures in ASL demonstrated by identifying the correctly signed simple ASL sentence.

Deceptions and Plurals

Indicates a student’s knowledge of ASL classifiers representing objects and their function or pluralization in ASL, demonstrated by identifying the sentence containing the correct verb of location, the verb of motion, or the plural verb.

Advanced Vocabulary

Indicates a student’s knowledge of uncommon/idiomatic vocabulary in ASL, demonstrated by identifying the correct vocabulary.

Vocabulary in Sentences 

Indicates a student’s knowledge of ASL vocabulary items and sentence structures, demonstrated by identifying the grammatically correct ASL sentence in which a given vocabulary item is used correctly.

Difficult Syntax 

Indicates a student’s knowledge of various complex ASL sentence types, demonstrated by identifying the correctly signed complex ASL sentence.

Analogies

Indicates a student’s knowledge of ASL analogies, demonstrated by the ability to identify the ASL vocabulary item that correctly completes a four-part analogical relationship.

ASL Text Comprehension

Indicates a student’s ability to comprehend explicit and implicit elements of an ASL text and knowledge of sentence structure and ASL vocabulary, demonstrated by identifying the correct answer to a literal or inferential question about an ASL text.

Upon completion, an individual score report (ISR) is created for each student who has taken the test. The ISR displays age-related normed performance scores on each language arts subtest completed by the student. 

Population referenced scores are calculated by comparing  each student’s results with all students in the database of the same age group and parental status.

Student’s scores will be categorized into the following levels: 

• Significantly Below Average (SBA)

• Below Average (BA) 

• Average (A)

• Above Average (AA) 

• Significantly Above Average (SSA) 

ASLA student scores provide schools with crucial data that can be reviewed and shared with external and internal stakeholders. 

Schools serving deaf students often observe that their students’ ASL fluency and ability to demonstrate measurable content learning in ASL grows steadily from year to year.  However, the same students may take longer to demonstrate their language and content learning progress in English-based standardized testing, which is the data most districts and states use to evaluate the efficacy of instruction and placements. 

Schools have used ASLA results to demonstrate to parents, districts, and states that their students are making significant educational progress while concurrently developing the ability to demonstrate content and language learning in English. 

ASLA results also provide rich information about levels of fluency and mastery in several ASL subtests. Those results can be analyzed, reported, and applied to classroom instruction. For example, a student may demonstrate command of ASL vocabulary and antonyms and have weaker scores on ASL synonyms and analogies. Teachers can build on their students' knowledge of the first two language constructs to support understanding of synonyms and later analogies.

Testing knowledge and performance on the same constructs over time is the most effective way to measure and evaluate student progress, so we suggest a minimum of three years of annual ASLA administration. Collecting ASLA data for several years will provide the most accurate predictive values of student progress in ASL literacy over time.

We recommend schools allocate 2–3 hours per student to complete the ASLA, divided into 15–60 minute sessions.

Ages 8-11, three 1 hour blocks

Ages 12+, two 1.5 hour blocks

For best results in all age group, take breaks whenever needed

The ASL Assessment is useful for educators, parents, and students. Teachers will have a reliable instrument to measure language knowledge which will help create satisfactory lesson plans, design instructions, and maximize students' learning experience. Not only does the ASLA function as a classroom tool, but also as a tracker of individual student progress. Through annual use of the instrument, students can get a sense of how they are progressing over time. Parents receive the benefit of knowing where their child stands in relation to age-related expectations for ASL development, and in which areas their child needs improvement. Therefore ensuring a better pathway for adequate early language acquisition. Researchers agree that early language input is important for linguistic, cognitive, and social development. A strong early acquisition of sign language supports later learning of written English and also affects a person’s ability to learn a second language (Mayberry 2007).

The ASLA allows the possibility to identify learning or language issues from reliable data. Since language deficiencies have been linked to depression, social disorders, and behavioral problems (Humphries 2014), it is crucial to recognize problems early.