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.
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.
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.
If you decide to schedule again, each evaluation costs the same. There are no reduced rates.
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.
For hands-on practice and interaction, we also recommend that you search for events and activities that are happening in your area.
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 increased accuracy, consistency and complexity in the language are achieved.
|...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.|
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 registers, 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.