#CER100 #2: Exploring alternative assessments for signing deaf candidates (O’Neill et al)

O’Neill, R., Cameron, A., Burns, E., & Quinn, G. (2020). Exploring alternative assessments for signing deaf candidates. Psychology in the Schools, 57(3), 344-361. doi: https://doi.org/10.1002/pits.22326 This paper describes two related studies, and the second is considered here; namely exploring the use of video questions in assessment of chemistry. As with much work grounded in accessibility, the paper prompts lots of ideas that could be valuable in mainstream. The project was a feasability study looking at developing sign videos that could be incorporated into an examination paper for scottish school children as part of their national examination. Text and video (signed…

#CER100 #1: Long & Kowalske: Understanding STEM Instructors’ Experiences with and Perceptions of Deaf and Hard-of-Hearing Students

Long, M. R., & Grunert Kowalske, M. (2021). Understanding STEM Instructors’ Experiences with and Perceptions of Deaf and Hard-of-Hearing Students: The First Step toward Increasing Access and Inclusivity. Journal of Chemical Education. doi: 10.1021/acs.jchemed.1c00409 An interesting and useful paper seeking to explore experiences of teaching faculty regarding teaching Deaf and Hard of Hearing students in a US university. The introduction is a good read and includes description of five common misconceptions held about D/HH students. Even to learn more about these misconceptions makes this paper a valuable read: That all D/HH people want to hear That most D/HH people are…