The information contained in this section is for examinees who have recently taken the ASLPI and are waiting for a result report, or have taken the ASLPI and received a result report. If you are curious as to how long it may take to receive your result report, please see "Processing of Results." If you are considering scheduling another evaluation right away, please read through Repetitive Testing. Please note the time frame for filing an appeal which is outlined in the Grievances section (if applicable). If you have additional questions after reviewing this information, please send email to: ASLPI@Gallaudet.edu. We will be happy to assist you.
Processing of Results
ASL Class / Interactive Opportunities
Processing of Result
It can take up to six (6) weeks to receive your ASLPI result report. We appreciate your patience as we work as quickly as possible to process and distribute result reports. You will receive your result report via email to expedite delivery and receipt. Result reports are not mailed.
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If your ASLPI result is lower than what you expected and/or it does not meet a needed requirement, it will not benefit you to schedule another ASLPI immediately. If your language skills have not improved, a higher proficiency level will not be awarded. Consider seeking out both formal instruction and interactive opportunities. Both are typically needed to improve language skills.
Please check out the ASL Class information and Interactive Opportunities.
If you decide to schedule again, each evaluation costs the same. There are no reduced rates.
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You may find that your ASLPI result exceeds your expectations or you may find it is lower than you expected. Remember that your evaluation result is based only on your interview performance. The goal of the ASLPI is to give you a fair and accurate evaluation of your functional language skills at a given point in time. If you have a concern or grievance pertaining to the testing procedures, examination content and/or results, please send email to ASLPI@Gallaudet.edu clearly outlining your concern. Each situation will be reviewed and an appropriate course of action will be taken. The grievance must be made in writing within 20 days of the exam administration.
Is your appeal related to an issue with the ASLPI -- testing procedures, examination content and/or results? ASL Diagnostic and Evaluation Services (ASL-DES) conducts the ASLPI and awards proficiency results. If programs, organizations and/or employers decide to use the ASLPI, they also decide which proficiency level is required for their purposes. Some appeals that are filed are misdirected, e.g., I received a 2 on the ASLPI but I need a 2+ to take the next course in my program. Remember that the ASLPI requirement is not established by ASL-DES, and results cannot be manipulated to satisfy a requirement. If this is the basis for your appeal, we recommend that you meet with the program, organization or employer who established the requirement.
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ASL Class / Interactive Opportunites
As with all languages, ASL skills develop over time and that time frame varies from person to person. To improve your ASL skills, a combination of formal instruction, individualized feedback to identify specific strengths and areas needing improvement, and interaction with proficient users of the language in a variety of communicative contexts is needed.
Gallaudet offers ASL classes through the Center for Continuing Studies (CCS). Classes are offered during the Fall, Spring and Summer.
For hands-on practice and interaction in the Washington, DC metropolitan area, check out the Interactive Opportunities. We also recommend that you search for other events and activities that are happening in your area.
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Understanding the Result
I took the ASLPI again and I received the same result. Does that mean I am in the exact same place on the rating scale and I have not made any improvements?
That is an incorrect “interpretation” of the result received. Each proficiency level for the ASLPI has a large range. Understanding the range becomes more clear when you consider such a limited scale (0-5) being representative of all skills ranging from knowing no ASL to high level proficiency for such a rich and complex language.
An examinee can make incremental language improvements but when the ASLPI is taken, the level received could end up being the same given the range for each level. Examinees move up and down a proficiency level within the range until language improvements/incorporation are significant, complexity is increased, and increased accuracy in the language is demonstrated.
The ASLPI captures overall language skills at a given point in time and examinees often fall within the same proficiency level (up and down the range) for a period of time until language increased accuracy, consistency and complexity are achieved.
I took ASL classes and received "As" in all of my classes. I assumed my ASLPI level would be higher because I did so well in my classes. Can you explain why that is not the case?
Understanding the difference between progressing in the ASL course sequence and moving up the proficiency level scale on the ASLPI is important.
|...introduce specific features of the language and test on those specific features. Depending upon where in the course sequence you may be, many or some of the language features are not yet part of your language repertoire. They have not yet been introduced, they are not fully understood, or they are still in the emerging stage.
||...is evaluating ALL of the features of the language.
|...permit practice and re-do's of projects, assignments, videos, etc. and feedback is provided so students can fix errors as the course progresses -- all part of the learning process. The topics discussed and signed about become familiar and language skills begin to improve on those specific topics given the familiarity.
||...is an impromptu conversational exchange which covers a range of topics to give the examinee every opportunity to demonstrate language skills with accuracy and increasing complexity. Topics, both familiar and unfamiliar, are also included to identify both the maximum skills (ceiling) and limits (floor) of an examinee's functional language ability. This evaluates stability of language skills and use of language features across a range of topics. Each evaluation covers a wide range of topics to observe the examinee's accuracy, consistency, complexity and flexibility in language structure, vocabulary and production. A range of topics and change in topic is also essential to evaluate flexibility of comprehension.
I have been signing for a while and was expecting a higher proficiency level. Can you explain why my result is not as high as I thought it would be?
American Sign Language (ASL) is a rule-governed language just as spoken languages are. ASL is a language completely separate and distinct from English. It contains all of the nuances, fundamental and complex features of language. It has its own rules for word order and grammar. Semantics play an essential role for choosing correct vocabulary for intended meaning. ASL has its own set of colloquialisms and cultural references. While every language has ways of signaling different functions, such as asking a question rather than making a statement, languages differ in how this is done. For example, English speakers ask a question by raising the pitch of their voice; ASL users ask a question by raising their eyebrows, widening their eyes, and tilting their bodies forward (grammar indicators).
The next aspect to consider is language proficiency needed for effective communication. The higher language proficiency someone has, the more able they will be to handle the range of language registersLanguage registers include: static (Pledge of Allegiance, Preamble to the Constitution, laws/policies); formal (presentations, lectures); consultative (teacher/student, doctor/patient, attorney/client); casual (friends, coworkers); intimate (sisters, partners, husbands/wives)., as well as meet the varying communication needs of the persons to whom we are addressing. If we look more closely at the continuum of signing, ASL is on one end of the continuum. All along the continuum are communication modes which are varying combinations of English and ASL. Once someone achieves fluency in language (in this case -- ASL and English), it is possible to choose and use language features to meet the needs for the audience to which we are addressing. We will also have the ability to raise and lower our language proficiency to meet the needs of someone who has higher or lower language proficiency.
The ASLPI is not evaluating the "communication modes" along the continuum; the ASLPI is solely evaluating ASL (rule-governed language). Many signers have conversational ability; however, most have language errors unbeknownst to the signer. Their communication abilities may be sufficient for some situations, but lead to misunderstandings for others. The ASLPI is evaluating the accuracy, consistency, complexity and flexibility of functional language.
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