Journal Article

Toward Extending the Educational Interpreter Performance Assessment to Cued Speech

Jean C. Krause, Judy A. Kegl and Brenda Schick

in The Journal of Deaf Studies and Deaf Education

Volume 13, issue 3, pages 432-450
Published in print January 2008 | ISSN: 1081-4159
Published online November 2007 | e-ISSN: 1465-7325 | DOI:

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  • Education
  • Linguistics
  • Teaching of Specific Groups and Special Educational Needs


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The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters’ performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test–retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels previously reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006), these results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment.

Journal Article.  11077 words.  Illustrated.

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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