Latest Research Findings
CDOs offer feedback on the use of ASL, language discourse and communication aspects appropriate for various settings and purposes in the classroom. The assessments analyze the strengths and challenges in an array of formats. Gallaudet commissioned the use of CDO to foster a multiple measures approach for evaluating faculty communicative competency, to identify best practices, and to establish benchmark standards for discourse in the classroom. The continued research and documentation will support the expected outcomes for faculty members at Gallaudet University. We look forward to providing updated research findings on an annual basis.
Overview of Research Findings
||Averaged CDO Performances
||ASLPI Holistic Levels
The research-based data is focused on the 23 faculty members who participated in the CDO. For analysis, the faculty were divided into three groups according to their ASLPI holistic levels.
- Group A - faculty within ASLPI levels 1-3
- Group B - faculty within ASLPI levels 3-4
- Group C - faculty within ASLPI levels 4-5
CDOs consider three main domains: optimizing visual classroom environment, discourse, and pragmatics. Preliminary analysis of the data collected indicates there is a direct correlation between higher ASL proficiency and a better overall CDO performance. In other words, if a faculty has a higher ASLPI proficiency level, s/he is better equipped to handle all aspects of the classroom teaching/learning environment and a higher CDO performance score is awarded.
In examining more closely the three CDO domains, the strongest correlation between the ASLPI and CDO shows itself in the area of Discourse in the classroom (the second domain). Statistical data shows that all faculty, regardless of ASLPI proficiency level, did well for the most part with two of the domains: optimizing a visual classroom environment and pragmatics, though there were occasional struggles in some areas in these domains that varied among the participants.