EIPA - Educational Interpreter Performance Assessment English to ASL Interpretation Questions and Answers

Question 1

A high school history teacher says, "The 'shot heard 'round the world' ignited the American Revolution." Which of the following ASL interpretations best demonstrates conceptual accuracy over a literal translation?

Accepted Answer

Signing REVOLUTION WAR START, (classifier showing a gunshot) THAT-ONE EVENT TRIGGER.

Answer

Signing SHOT HEAR AROUND WORLD START AMERICA WAR.

Answer

Fingerspelling S-H-O-T H-E-A-R-D R-O-U-N-D W-O-R-L-D.

Answer

Signing GUN-SHOOT, EVERYONE-AROUND-WORLD HEAR, START WAR.

Question 2

An educational interpreter is preparing for a middle school science class. The student they work with prefers conceptually accurate ASL. The lesson is about photosynthesis. Which of the following best describes the difference between transliterating and interpreting this lesson?

Accepted Answer

Transliterating would sign in English word order (e.g., THE-PLANT-USES-LIGHT), while interpreting would use ASL grammar and structure (e.g., PLANT, SUN-LIGHT-ON-IT, USE, MAKE-FOOD).

Answer

Interpreting would involve mouthing every English word, while transliterating would not.

Answer

Transliterating aims to convey the general concept, while interpreting focuses on signing every word precisely.

Answer

Interpreting is only used for storytelling, while transliterating is used for academic subjects.

Question 3

During a lively elementary school music class, the teacher uses a lot of vocal intonation, speaking loudly for 'forte' and softly for 'piano'. To effectively convey this prosody in ASL, the interpreter should primarily:

Accepted Answer

Vary the size and intensity of their signs and use corresponding facial expressions.

Answer

Sign LOUD and QUIET before interpreting the corresponding phrases.

Answer

Fingerspell F-O-R-T-E and P-I-A-N-O repeatedly.

Answer

Maintain a consistent signing speed and size to avoid distracting the student.

Question 4

An interpreter is working in a kindergarten class. The teacher gives the instruction, "Everybody, please run and get your jackets!" The deaf student is a new signer with a limited vocabulary. Which interpretation is most appropriate for the student's linguistic level?

Accepted Answer

Signing RUN, GET JACKET, NOW.

Answer

Signing EVERYONE, GO-GET JACKET, HURRY!

Answer

Signing EVERYONE, PROCEED-TO-LOCATION, RETRIEVE-YOUR-OUTERWEAR.

Answer

Fingerspelling J-A-C-K-E-T and pointing to the coat hooks.

Question 5

Which of the following scenarios demonstrates an appropriate use of 'register' when interpreting from English to ASL in an educational setting?

Accepted Answer

Using formal, academic signs for a principal's speech at an assembly and more casual, peer-level signs when interpreting for a student's conversation with a friend in the hallway.

Answer

Using the exact same signs and sentence structure regardless of whether the speaker is the teacher, the principal, or another student.

Answer

Always using a very formal register to show respect for the educational environment.

Answer

Interpreting a classmate's slang using formal, academic signs to elevate the language.

Question 6

During a parent-teacher conference, an interpreter is asked by the teacher to briefly summarize the student's classroom participation for the parents, who are also Deaf. According to the EIPA Guidelines of Professional Conduct, what is the interpreter's most appropriate action?

Accepted Answer

Decline and state that their role is to interpret, then offer to interpret the teacher's summary for the parents.

Answer

Provide their own summary of the student's participation based on their observations.

Answer

Ask the student to summarize their own participation for their parents.

Answer

Interpret the teacher's request and then wait for the parents to respond before taking any action.