Educational Interpreter Performance Assessment® - Cued Speech
EIPA-CS Evaluation Process
To assess the skills of the individual interpreter, the EIPA-CS utilizes two video samples of actual classroom settings called stimulus videos. One video is used to assess the interpreter’s receptive Cued Speech skills and the second to assess his/her expressive Cued Speech skills. The videos reflect the grade level (elementary or secondary) selected for testing.
Receptive Stimulus Videos
Expressive Stimulus Videos
|Elementary||Child cuer||Form A & Form B: Four elementary classrooms, from kindergarten to 6th grade|
|using Audiovisual CS|
|using Visual-only CS|
|Secondary||Teen cuer||Form A & Form B: Three secondary classrooms|
|using Audiovisual CS|
|using Visual-only CS|
There are two sets of materials for each classroom setting, Form A and Form B. This means that if you want to test using the Elementary CS materials, you have a choice – you select one of two expressive stimulus (i.e. classroom) videos. The receptive stimulus (student) video is pre-determined for each grade-level; you will not have a choice of receptive stimulus videos.
Cued Speech to Spoken English Skills
The receptive stimulus video is used to assess the interpreter's Cued Speech to spoken English (i.e. cue-to-voice transliteration) skills. The video shows a student (child or teen, depending on the grade-level selected for testing) who communicates using Cued Speech in two different modalities: Audiovisual and Visual-only. In the Audiovisual modality, the student uses his/her voice while cueing. In the Visual-only modality, the student cues silently (i.e. hand cues and mouth movements are present, but the student does not use his/her voice).
The students were interviewed using a technique that maximizes complex responses and language. The edited stimulus videos contain the examiner's questions. The interpreter watches the interview with the student and interprets the student’s responses into spoken English. The interpreter also hears the interview questions, presented to the student in spoken English. These questions do not need to be interpreted.
Interpreters are given a warm-up period, during which they are allowed to watch the student cueing, without interpreting. The test video notifies the interpreter when to begin interpreting. The interpreter’s spoken interpretation is video-recorded.
Like the language of all students, the language of the students in the videos has occasional errors in grammar and pronunciation. In addition, the students rarely cue according to the textbook definition of Cued Speech. Rather, the students produce cues in a manner that reflect their age and the cueing styles of those around them. For example, the students on the video may not touch all placements consistently, or the location of some of their placements may not be ideal. Thus, the cued language produced by the students on the videos reflects what educational interpreters encounter daily from students who use Cued Speech.
Spoken English to Cued Speech Skills
The expressive stimulus video is used to assess the interpreter's spoken English to Cued Speech (i.e. voice-to-cue transliteration) skills. There are two sets of expressive stimulus (i.e. classroom) videos: elementary and secondary.
- At the elementary level, each of the classroom videos (Form A and Form B) includes four different, authentic classrooms, ranging from kindergarten to 6th grade. All classroom content is challenging, containing lessons in science, reading, geography, or other complex subjects. The classroom videos reflect typical classrooms in that all lessons are interactive, containing teacher and student dialogue, both requiring interpretation. There are frequent interchanges that question, discipline, scold, praise, warn, and challenge, in addition to the traditional exchange of information.
- At the secondary level, each of the classroom videos (Form A and Form B) contains three classroom settings, representing middle school and high school settings. As with the elementary classrooms, there are frequent student - teacher exchanges as well a variety of communication intentions such as information sharing, disciplining, and encouraging students.
The classroom videos were selected to include a variety of speaking rates and discourse structures as well as complex grammar and the use of numbers. The teacher's talk includes many typical aspects of classroom discourse. Teachers in the videos often backtrack in their discourse, repair their own statements, self-reflect, and give clues about what may be tested in the future.
In the warm-up room, prior to watching and interpreting the classroom video, interpreters are given a set of lesson plans that detail what they will interpret. These plans contain the goals and objectives of each lesson as well as key vocabulary. Testing sites are also permitted to provide a dictionary, or the interpreter may bring one. This is intended to reflect best practices where all interpreters should know basic information prior to interpreting.
The interpreter is then video-recorded interpreting this classroom video.
The Evaluation Team
The video recordings of both interpretations (cue-to-voice and voice-to-cue) are evaluated through the EIPA Diagnostic Center at Boys Town National Research Hospital in Omaha, Nebraska. A team of three professionals, specially trained in administering the EIPA, evaluates the interpreting samples. At least one member of the team must be deaf. All raters are fluent in Cued Speech. All undergo assessment training and rater monitoring to ensure that results are accurate.