TECUnit
TECUnit :: The non-profit testing, evaluation, and certification unit for the deaf and hard-of-hearing.
Prior to 1980, the job of a cueing transliterator existed but was undefined. The first transliterators worked in school systems with mainstreaming as the goal for the deaf and hard-of-hearing students. Since this goal was defined for transliterators, the question that remained was how could a cueing transliterator support mainstream accessibility?
A small group of professionals gathered to pursue research, education and perfessional certification for cued language transliterators (CLT). In 1985, the first transliterator preparation program was established at Gallaudet University in Washington, D.C. The following issues were addressed:
What does a CLT need to know and what skills must a CLT have?
Is it possible for a CLT to acquire this knowledge and these skills?
Which of the identified knowledge and skills can be taught?
How can they be taught?
How can possession of the knowledge and skills be tested?
In 1988, in the commonwealth of Virginia, members of the cueing community gathered to help draft legislation requiring that all interpreters and transliterators in the state be qualified. As a result of these efforts, individuals who serve as interpreters or transliterators in Virginia must demonstrate professional qualifications via either a state assessment or national certification. Other states have since adopted similar mandates. To allow professional cueing transliterators to comply with these mandates, and in an effort to provide quality services for consumers, a national certification examination for transliterators was established. The Cued Language Transliterator National Certification Examination (CLTNCE) is administered nationwide and scored by the Testing, Evaluation, and Certification Unit, Inc. (TECUnit).
In addition, a state-level evaluation has been developed for use by states interested in administering a less comprehensive examination that measures for the national standard of practice. The TECUnit, Inc. provides information, guidance, and standards that facilitate cued language-spoken language transliteration. Standardized tests that assess basic expressive and receptive cueing skills are also administered by the TECUnit, Inc.
The Testing, Evaluation, and Certification Unit is responsible for establishing and maintaining national standards for the profession of cued language transliteration. These standards have developed as the product of extensive documentation and are unique in the field of communication facilitation services involving deaf/hard-of-hearing people. The TECUnit is also responsible for the certification of cued language transliterators at a national level via the Cued Language Transliterator National Certification Examination (CLTNCE).
CAECS-E Description
Function of the screening
The Cued American English Competency Screening-E (CAECS-E ©2001, TECUnit.) provides a framework for assessing and formulating diagnostic feedback for basic expressive cueing mechanics, form, prosody, and application in discource. It does not assess cueing speed. The CAECS-E is not intended as an assessment of skills related to the professions of cued language transliteration or instruction of Cued American English.
Who can take the test
Anyone who is capable of cueing expressively can take the CAECS-E. The CAECS-E can be applied to determine the expressive cueing competency of Deaf, hard-of-hearing, and hearing people. Employers often require both screenings as a prerequisite to hiring any professional who will be cueing in the educational setting. As of June 1, 2002, the CAECS-E is a prerequisite subtest of the CLTNCE, replacing the BCSPR. In some states, it is also a prerequisite subtest for State Level Assessments, or Quality Assurance Screenings. The CAECS-E screening is available at any time through the mail.
Scoring and Rating
The CAECS-E has two functions. First, it serves to score the expressive skills of the cuer into one of four levels, with Level 4 being Acceptable. The second function of the CAECS-E is diagnostic. Error analysis and performance ratings are listed and outlined with regard to a standard of performance outlined in the rating. All tests are rated by two individuals.
Review of test results
For the CAECS-E, the testee receives not only a rating but also a precise profile of factors which contribute to that rating. A comprehensive report including a description of errors and recommendations for improvement assists the cuer in his/her pursuit of standard cueing. In the event that an employer or individual other than the testee submits the application and pays the fee for the CAECS-E, the individual paying the fee will receive copies of all Rating Profiles and Error Analysis forms.
CAECS–R Description
Function of the screening
The Cued American English Competency Screening-R (CAECS-R ©2002, TECUnit.) provides a framework for assessing basic cue reading skills at the word level.
Who can take the test
The CAECS–R can be taken by any individual who wishes to assess their basic cue reading skills. Employers often require both the CAECS–E and CAECS–R screenings as a prerequisite to hiring any professional who will be cueing in the educational setting. As of June 1, 2002, the CAECS-R is a prerequisite subtest of the CLTNCE, replacing the BCSPR. In some states, it is also a prerequisite subtest for State Level Assessments, or Quality Assurance Screenings. The CAECS-R screening is available at any time through the mail.
Scoring and Rating
The CAECS-R is rated by one individual. The score reflects the percentage of correct answers. A passing score on the CAESC–R is 85% or greater.
Review of test results
For the CAECS-R, the testee receives not only a rating but also a precise profile of factors which contribute to that rating. A comprehensive report including a description of errors and recommendations for improvement assists the cuer in his/her pursuit of standard cueing.
CLTNCE Description
The Cued Language Transliterator National Certification Examination (CLTNCE) was first implemented in 1988. It serves as the only nationally recognized credentialing process for cued language transliterators.
The following components comprise the CLTNCE. Some of these components are administered through the mail, serving to screen applicant candidacy for the remaining components, which are administered at various locations nationwide.
CAECS–E
The Cued American English Competency Screening-E (CAECS-E 2001, TECUnit.) provides a framework for assessing and formulating diagnostic feedback for basic expressive cueing mechanics, form, prosody, and application in discourse. It does not assess cueing speed. The CAECS-E is not intended as an assessment of skills related to the professions of cued language transliteration or instruction of Cued American English.
CAECS-R
The Cued American English Competency Screening –R (CAECS-R 2002, TECUnit) provides a framework for assessing basic cue reading skills at the word level.
Syllables Per Minute Assessment
The Syllables per Minute Assessment (1988 Williams-Scott; rev. ’91; developed from profile by Koelhler-Cesa) provides a framework for analyzing and assessing expressive cueing fluency during the process of transliteration. The testee’s ability to maintain modeled cueing proficiency (as determined by the BCSPR profile) is analyzed for transliterating tasks ranging from two (2) to five (5) syllables per second. This subjection of the CLTNCE is based on the average conversational speaking rate of three (3) syllables per second. The testee is videotaped.
Written Assessment
The CLTNCE Written Assessment (1998 Fleetwood, Metzger, Williams-Scott; rev. ’91) is a 150 question multiple choice test designed to measure the testee’s knowledge of the role and function of a cued language transliterator as specified by the Code of Conduct (1989 Fleetwood & Metzger), the Code of Ethics as established by the Registry of Interpreters for the Deaf, Inc. (1989 RID, Inc.) as well as other related information. Included are questions pertaining to: cultural and audiological consumer attributes; transliterator r0le, function, and processes; linguistics; professional organizations and terminology; and cueing mechanics, history, and research.
Performance Assessment
The CLTNCE Performance Assessment (1988 Fleetwood, Metzger; rev. ’91) is designed to allow each testee an opportunity to demonstrate the ability to implement knowledge, conduct, and skills relevant to transliteration. Factors considered include: eye contact, cueing delivery, voicing of deaf/hard-of-hearing consumers, expression, adherence to the Code of Conduct and Code of Ethics. Other evaluated factors include the candidate’s ability to paraphrase/summarize and convey dialectical details, dramatic material and Auditory Environmental Stimuli (AES). The testee is videotaped.
The CLTNCE Commentary (1991 Fleetwood, Metzger) requires that the testee view a videotape of transliterators working in various situations and comment on functional considerations related to the role, responsibilities, and/or duties expected of and modeled by these transliterators in deference to the Code of Conduct.
**Please note, the TECUnit no longer recognizes the BCSPR or the CSRT as valid prerequisite exams for the CLTNCE. Each potential testee must take and pass the CAECS-E and CAECS-R.
CLTSLA Description
The Cued Language Transliterator State Level Assessment (CLTSLA) was first implemented in 1991. The CLTSLA is a transliterator assessment tool designed to provide states with an efficient and inexpensive means for assessing the quality of cued language transliteration service providers, in keeping with national standards. The CLTSLA consists of two (2) parts: a written assessment and a performance assessment.
Written Assessment
The Written Assessment is a 50 question, multiple choice medium through which a individual's knowledge of information fundamental to the role and responsibilities of a cued language transliterator can be measured and documented.
Included are questions pertaining to the Code of Conduct, the Code of Ethics of the Registry of Interpreters for the Deaf, Inc., various populations of deaf people, research related to cuing, and interpreting/transliterating terminology.
Performance Assessment
The CLTSLA Performance Assessment is designed to serve as a medium through which the quality of an individual's cued language transliterating skills can be measured and documented. Five (5) expressive tasks are presented: two-part dialogue/performance, first-grade story with AES, freelance lecture, freelance paraphrasing, and foreign language in an educational setting. Two (2) receptive tasks are presented for voicing.
Pre-Examination Consideration
The CLTSLA Package is available to state agencies who are responsible for the evaluation of interpreters and transliterators in keeping with state mandates. The CLTSLA Package consists of one (1) written assessment, one (1) warm-up performance videotape, and one (1) performance videotape. A second version of the performance assessment can be purchased with the package.
Scoring and Rating
Scoring of the CLTSLA Performance Test is performed by a panel of three (3) trained raters. Each panel consists of at least one (1) deaf and one (1) hearing rater. Raters compare performance standard for cued language transliteration with the actual performance modeled by the testee. The Written Test is scored by the relevant state agency. Pass/Fail or levels are state-determined and awarded under their authority.
Examination Results
The CLTSLA is administered by state agencies. The state sends performance assessment videotapes to the TECUnit for rating. The TECUnit provides a diagnostic report consisting of a basic analysis of expressive cueing proficiency and transliteration skills. The testee receives results from the state agency. The examination result format is determined by the relevant state agency and, thus, might vary from state to state.
TECUnit :: The non-profit testing, evaluation, and certification unit for the deaf and hard-of-hearing.
ASL and Cued English go hand in hand (pardon the pun).