Performance Appraisal Instrument for Educational Interpreter/Cued ...

2. FluencyCOMMENTS:D. OTHERCOMMENTS:Demonstrate Facing Elaboration ComparingReferencing/classifying Contrasting LabelingReiterationNarration-CharacterizationOthera. Smooth transition between signs – not choppy; no hesitations or sign “stuttering”b. Stress/emphasis – for important words or phrasesc. Affect/emotion – rate and style of signing reflects affect and emotion of speakerd. Boundaries/clustering sentence, clauses, and concept boundaries represented and use ofappropriate pausing1. Time lag by allow adequate time allowed to comprehend the message before signing2. Error recovery – can appropriately revise or amend a previously3. Request for Clarification – requests for clarification from speaker are polite and concise4. Mannerisms – movements distracting to observer (readjusting glasses, fixing hair,swaying, etc.)5. Environmental Information by Indication of speakers and conveys appropriateenvironmental soundsIII.ASPECTS SPECIFIC TO INTERPRETINGa. Appropriate ASL Syntaxb. Appropriate use of ASL mouth morphemesc. Appropriate use of classifiers and size and space specifiesCOMMENTS:IV.SPECIFIC TO TRANSLITERATINGa. Follows English syntaxb. Use of English morphological markersc. Clearly articulates speaker’s EnglishCOMMENTS:Evaluator’s Summary Comments:Draft Revised 5/00