As a future American Sign Language (ASL) Educator, it is imperative pursuing the field of sign language instruction accommodating students’ needs and improving their signing competency. Applying ASL to my current teaching knowledge and experience must include authenticity, culture awareness, and transparency for second language (L2) learners to blend cohesively into the Deaf community. With the classroom observation and classroom management, I embrace the importance providing assessment tools fine tuning their weakness building their confidence learning a new language. “For optimal learning to take place, students must have the freedom in the classroom to experiment, to try out their own hypotheses about language without feeling that their overall competence is being ‘judged’” (Brown & Lee, 2015, p.489). This statement explains the language assessment tools will not be limited to self/peer assessment, journals, multiple-choice and matching questions. I value the aptitude test which permit students to excel in their ASL course(s). 


To advocate students’ success, I will apply PRVAB (Practically, reliability, Validity, Authenticity, and Washback) which it identifies five cardinal criteria of the test (Brown & Abeywickrama, 2010, p.25). Courses will be designed with balance of formative and summative assignments advocating their language learning. “Classroom-based assessment ranges from pop quizzes to final exams based on criterion-reference test” (Brown & Lee, 2015, p.513). Coaching and supporting students while giving them feedback are examples of informal assessment. “In a criterion-referenced assessment is a grade awarded by comparing achievements with clearly stated criteria for a particular levels of performance (Weringh). Combining both informal assessment and classroom-based assessment will allow second language students flourish at large.




Brown, H.D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). White Plains, NY: Pearson Education.


Brown, H.D., & Lee, H. (2015).Teaching by principles: An interactive approach to language pedagogy,(4th ed.). White Plains, NY: Pearson Education.


Weringh, L. V. (n.d.). Thinking, Teaching, Technology. Retrieved from