This volume addresses issues that are inherent to language assessment development, regardless of the modality of the language. Comprised of 36 chapters, the book takes a new approach to exploring theoretical and practical issues related to assessment of signed and spoken languages by bringing together well known experts from both fields to engage in stimulating discussions about key issues related to language assessment. Grouped around twelve topics, the volume editors present different perspectives to emphasize the points of similarity and chart a path for future interdisciplinary collaborations .

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, test
validity, assessing languages for academic and professional purposes, and placement testing.

• Introduction


• Tobias Haug, Wolfgang Mann, and Ute Knoch


• Topic 1: Development of First Language Assessments


• Chapter 1.1: Issues Related to the Development of Spoken Language Tests for L1 Children


• Penny Roy and Shula Chiat


• Chapter 1.2: Issues in the Development of Signed Language Tests for Deaf Children


• Ros Herman and Kate Rowley


• Chapter 1.3: Discussion: Developing Tests of Spoken and Signed Language Development


• Shula Chiat, Ros Herman, Kate Rowley and Penny Roy


• Topic 2: Score Use and Interpretation of First Language Assessments


• Chapter 2.1: Score Use and Interpretation of Standardized Assessments of Hearing L1


• Bernard Camillieri


• Chapter 2.2: How to Use and Interpret Scores on Signed Language Tests for Primary Language Users


• Charlotte Enns and Patrick Boudreault


• Chapter 2.3: Discussion of Issues Related to Score Use and Interpretation of Spoken and Signed Language Assessments


• Patrick Boudreault, Bernard Camilleri, and Charlotte Enns


• Topic 3: Dynamic Assessment of Language Learning


• Chapter 3.1: Dynamic Assessment of Learners of a Spoken Language


• Natalie Hasson


• Chapter 3.2: Using Dynamic Assessment to Assess the Language and Communication Skills of Signing Deaf Children


• Wolfgang Mann, Joanna Hoskin, and Hilary Dumbrill


• Chapter 3.3: Discussion on Issues Related to the Use of Dynamic Assessment


• Wolfgang Mann, Joanna Hoskin, Natalie Hasson, and Hilary Dumbrill


• Topic 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 Frisbie


• Chapter 4.2: Assessing Signed Language Development in Deaf/Signing Children with Autism Spectrum Disorder (ASD)


• Aaron Shield, Deborah Mood, Nicole Salamy, and Jonathan Henner


• Chapter 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, and Jonathan Henner


• Topic 5: Assessing Atypical Language Development in Children: The Case of Developmental Language Disorder


• Chapter 5.1: Developmental Language Disorder and the Assessment of Spoken Language


• Carol-Anne Murphy, Pauline Frizelle, and Cristina McKean


• Chapter 5.2: Developmental Language Disorder and the assessment of signed language


• David Quinto-Pozos


• Chapter 5.3: Discussion on Assessing Children with Developmental Language Disorder (DLD)


• Carol-Anne Murphy, Pauline Frizelle, Cristina McKean, and David Quintos-Pozos


• Topic 6: Assessing Bi- and Multilingual Learners


• Chapter 6.1: Assessing the oral language skills of bilinguals with and without Developmental Language Disorders


• Lisa M. Bedore, Elizabeth D. Peña, Kathleen Durant, and Stephanie McMillen


• Chapter 6.2: Assessing Bilingual Deaf and Hard-of-Hearing Children


• Kathryn Crowe


• Chapter 6.3: Assessment of Bi/multilingual Children


• Lisa M. Bedore, Kathryn Crowe, Elizabeth D. Peña, Kathleen Durant, and Stephanie McMillen


• Topic 7: Construct Issues in Second Language Assessments


• Chapter 7.1: Construct in Assessments of Spoken Language


• Susy Macqueen


• Chapter 7.2: Construct Issues in Second Signed Language Assessment


• Tobias Haug


• Chapter 7.3:: Issues in Spoken and Signed Language Assessment Constructs


• Susy Macqueen and Tobias Haug


• Topic 8: Validation of Second Language Assessments


• Chapter 8.1: Validation of Second Language Spoken Assessments


• Carol Chapelle and Hye-won Lee


• Chapter 8.2: Validation of Signed Language Tests for Adult L2 Learners


• Peter Hauser, Krister Schönström and Christian Rathmann


• Chapter 8.3: Discussion of Validation Issues in Second Language Assessment


• Carol A. Chapelle, Peter C. Hauser, Hye-won Lee, Christian Rathmann, and Krister Schönström


• Topic 9: Scoring Issues in Second Spoken and Signed Language Assessment


• Chapter 9.1: Scoring Spoken Second Language Assessment


• Ute Knoch


• Chapter 9.2: Scoring Second Signed Language Assessment


• Tobias Haug, Eveline Boers-Visker, Wolfgang Mann, Geoffrey Poor, and Beppie Van den Bogaerde


• Chapter 9.3: Discussion on Scoring Issues in Second Language Assessment


• Tobias Haug, Ute Knoch and Wolfgang Mann


• Topic 10: Discourse Analysis and Language Assessment


• Chapter 10.1: Discourse Analysis in Second Language Speaking Assessment


• Kellie Frost


• Chapter 10.2: Interviewer accommodation in Sign Language Proficiency Interviews


• Rachel McKee, Sara Pivac Alexander, and Wenda Walton


• Chapter 10.3: Discourse Analysis in Signed and Spoken Language Assessment


• Rachel McKee and Kellie Frost


• Topic 11: Language Assessment Literacy in Second Language Assessment Contexts


• Chapter 11.1: Language Assessment Literacy in Second Spoken Language Assessment


• Luke Harding, Benjamin Kremmel, and Kathrin Eberharter


• Chapter 11.2: Language Assessment Literacy in Second Signed Language Assessment


• Eveline Boers-Visker and Annemiek Hammer


• Chapter 11.3: Discussion on Language Assessment Literacy


• Eveline Boers-Visker, Kathrin Eberharter, Annemiek Hammer, Luke Harding and Benjamin Kremmel


• Topic 12: Use of New Technologies in Second Language Assessment


• Chapter 12.1: New Technologies in Second Language Spoken Assessment


• Phuong Nguyen and Volker Hegelheimer


• Chapter 12.2: Use of New Technologies in L2 Signed Language Assessment


• Sarah Ebling, Necati Cihan Camgöz and Richard Bowden


• Chapter 12.3: Discussion on New Technologies in Spoken and Signed Language Testing


• Sarah Ebling, Phuong Nguyen, Volker Hegelheimer, Cihan Camgöz, and Richard Bowden


• Epilogue: Finding common ground in language assessment of signed and spoken language: So far and yet so close


• Wolfgang Mann, Tobias Haug, and Ute Knoch