Classroom Interpreting

Educational Interpreter Performance Assessment® - Cued Speech

EIPA-CS Rating System

The evaluation team uses an EIPA-CS rating form to evaluate the interpreter’s abilities.

The samples are rated in the following domains:

  1. Voice-to-cue transliteration skills: Use of prosody (affect/emotion, stress/emphasis, sentence type, etc.), space, and other supporting information (e.g. speaker identification)
  2. Cue-to-voice transliteration skills: Ability to recognize and convey child/teen cueing
  3. Intelligibility: Cue selection and clarity, as well as clarity of oral information and appropriate timing of cues
  4. Overall abilities: Ability to represent a sense of the entire message and to use verbatim transliteration and paraphrasing appropriately

Evaluators use a Likert Scale to assess specific skills. Scores for each skill range from 0 (no skills demonstrated) to 5 (advanced native-like skills). The scores from all three evaluators are averaged for each skill area, each domain, as well as the overall test score. An individual’s EIPA-CS score is the summary total score. For example, an interpreter could report her/his score as EIPA-CS Secondary 4.2, which represents the communication modality, grade level, and total summary EIPA-CS score.

Descriptions of each EIPA-CS Level

Level 1: Beginner

Demonstrates very limited intelligibility with frequent errors in production. At times, cue production may be incomprehensible and lacks prosody and other supporting information. Individual is only able to interpret very simple voice-to-cue communication. Individual has difficulty conveying, comprehending and interpreting cued messages; single words may be comprehended/interpreted, but effective communication is lost.

An individual at this level is not appropriate for classroom interpreting.

Level 2: Advanced Beginner

Demonstrates only basic intelligibility. Limitations in cueing speed and intelligibility interfere with successful communication. More fluent than a Beginner, but lack of fluency still greatly interferes with communication. In cue production, frequent errors and/or unclear cues and mouth movements are apparent. Some use of prosody and supporting information, but use is inconsistent and often inappropriate. Individual is able to read cues at the word level, but complete sentences often require repetitions and repairs. Both voice-to-cue and cue-to-voice interpreting demonstrates serious deficiencies in the message conveyed.

Without considerable mentoring, an individual at this level is not recommended for classroom interpreting.

Level 3: Intermediate

Demonstrates moderate intelligibility, yet cueing speed and clarity would most likely be insufficient for complex interpreting situations. Some aspects of cue production may be incorrect even though it may not interfere with communication. Production of prosodic and other supporting information is emerging, but may still be incorrect. Technical topics will most likely pose a great problem. May comprehend a cued message but may need repetition and assistance at times. Both voice-to-cue and cue-to-voice interpretations generally contains all of the key points, but parts of the message may be missing. An individual at this level would be able to interpret basic classroom content but would demonstrate great difficulty conveying all information in the message and may have difficulty with interpreting rapid or technical information.

An interpreter at this level needs continued supervision and should be required to participate in continuing education in interpreting.

Level 4: Advanced Intermediate

Demonstrates high intelligibility at most speaking rates with cue production generally correct. Individual demonstrates paraphrasing strategies for conveying information when a speakerís rate exceeds his/her maximum cueing rate. Cued messages are generally clear and consistent but complex interpreting situations may still pose problems. Prosody is acceptable. Consistently includes other supporting information. Fluency may deteriorate when rate or complexity of input increases. Comprehension of most cued messages at a normal rate is good and cue-to-voice message convey all keys points.

An individual at this level would be able to interpret most classroom content but may still have difficulty clearly or accurately conveying information in some complex situations involving rapid speech, technical vocabulary, and multiple speakers.

Level 5: Advanced

Demonstrates high intelligibility at a wide variety of speaking rates, with paraphrasing strategies for communicating extremely high rates of speech. Prosody is skillfully conveyed. Individual correctly uses space and other techniques to incorporate fully all supporting information. Complex interpreting situations do not pose a problem. Comprehension of cued messages is very good.

An individual at this level is capable of clearly and accurately conveying the vast majority of classroom interactions.

Results and Feedback

Along with the test results, each candidate receives specific feedback about her/his interpreting performance. This feedback helps the interpreter and her/his interpreter educator to create a plan for professional development.

Feedback includes:

The full report belongs to the interpreter. School districts and states may require the interpreter to submit her/his EIPA-CS score, which is the overall single score for the entire test. If an agency or organization pays for the assessment, they may choose to request that an interpreter submit the full evaluation report. However, in most situations, this report is the sole property of the interpreter.

Sample evaluation report