22. Legal provisions, regulations and guidelines regarding unbiased diagnostic assessment, and use of instructional assessment measures with students who are deaf or hard of hearing.

a. Comprehensive

'97 e.g., (1) Instruments created specifically for evaluating deaf children and their value to the evaluation process. (2) Potential linguistic and cultural biases in assessment instruments. (3) Standardized educational and psychological tests available for hearing students and their suitability with deaf students. (4) Ability to utilize alternative assessment measures including portfolio and authentic assessment. (5) Understanding of the relationships between assessment and instruction, and utilizing continuous assessment as part of the learning process.

b. Bilingual-Bicultural

'97 e.g., (1) Recognize potential linguistic and cultural biases in assessment instruments, including standardized tests. (2) Develop and ability to utilize alternative assessment measures, including portfolio and authentic assessment. (3) Develop an understanding of the relationships between assessment and instruction, and utilize continuous assessment as part of the learning process. (4) Develop an ability to assess student language proficiency in both native and second languages, including spoken, signed, and written language, as well as various language domains and dialects.

c. Oral/Aural

'97 e.g., (1) Instruments created specifically for evaluating deaf children and their value to the evaluation process. (2) Potential linguistic and cultural biases in assessment instruments. (3) Standardized educational and psychological tests available for hearing students and their suitability with deaf students.