The ASLA (formerly known as ASLAI) is the only standardized, norm-referenced computer-based assessment evaluating a wide array of subtests related to ASL knowledge (e.g. vocabulary, syntax) and literacy skills (e.g. synonyms, antonyms, analogies). 

We have not encountered another computer-based standardized ASL assessment built exclusively for and around ASL. The ASLA user interface and test material are in ASL, other than the text on a few small navigation buttons. English appears only in the one English subtest, intentionally given at the very end.

In addition, the ASLA was developed with careful consideration for age-related ASL language learning and literacy benchmarks rather than aligned with or translated from English benchmarks and test materials.

So far, the ASLA database contains the most extensive set of Pre-K – 12 student assessment data on ASL. This data set drives ASL norms, so student scores more accurately reflect performance compared to age- and parent-matched peers. Our score reports compare each student to 1) age- and parent-matched peers (Deaf/hearing), and 2) all age-matched students in our database, regardless of parent status.

ASLA student scores provide schools with crucial data that can be reviewed and shared with external and internal stakeholders. 

Schools serving deaf students often observe that their students’ ASL fluency and ability to demonstrate measurable content learning in ASL grows steadily from year to year.  However, the same students may take longer to demonstrate their language and content learning progress in English-based standardized testing, the data most districts and states use to evaluate the efficacy of instruction and placements. 

Schools have used ASLA results to demonstrate to parents, districts, and states that their students are making significant educational progress while concurrently developing the ability to demonstrate content and language learning in English. 

ASLA results also provide rich information about levels of fluency and mastery in several ASL subtests. Those results can be analyzed, reported, and applied to classroom instruction. For example, students may demonstrate command of ASL vocabulary and antonyms and have weaker scores on ASL synonyms and analogies. Teachers can build on their students' knowledge of the first two language constructs to support understanding of synonyms and later analogies. 

Testing knowledge and performance on the same constructs over time is the most effective way to measure and evaluate student progress, so we suggest a minimum of three years of annual ASLA administration. Collecting ASLA data for several years will provide the most accurate predictive values of student progress in ASL literacy over time.