Abstract
This descriptive study examines Teachers of the Deafs’ (TODs) self-reported assessment knowledge, classroom practices, and preparation experiences. Using a survey based on the Pedagogical Content Knowledge (PKC) framework, we collected data from 89 certified TODs across the United States. Results indicate that while TODs understand the importance of assessment, many report inadequate preparation from their teacher training programs and rely primarily on on-the-job learning. Participants expressed concerns about the limited availability of appropriate assessments for Deaf and Hard of Hearing (DHH) students and challenges in adapting existing assessment tools. The findings highlight a need for enhanced assessment training in teacher preparation programs and specialized professional development opportunities to better equip TODs to effectively evaluate and support DHH students' diverse learning needs.
Recommended Citation
Meek, D. R., Greene, A. N., Metcalf, H. V., Tucker, E. A., & Arora, S. B. (2025). Assessing the Assessors: A Study of Teachers' Assessment Knowledge for DHH Students. JADARA, 56(3), 1-20. Retrieved from https://nsuworks.nova.edu/jadara/vol56/iss3/1
