ASL Quiz
How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- ASL does not allow signs to be combined into sentences.
- ASL requires every English word to be fingerspelled first.
- Only facial expressions determine ASL sentence structure.
- ASL has grammatical patterns that differ from English.
- Eyebrows are generally lowered or furrowed.
- Eyebrows alternate rapidly between raised and neutral.
- Eyebrows remain raised for the entire question.
- Eyebrow position has no grammatical role.
- Every ASL sign must include repeated movement.
- Movement changes only the emotional tone of a sign.
- Movement can distinguish one sign from another.
- Word order alone determines a sign’s meaning.
ASL Quiz - Description and methodology of the test
People beginning to study American Sign Language can use the ASL Quiz to check how well core ideas are taking shape. It is especially suitable as a quiz for beginners learning ASL who want a learning snapshot before choosing what to review next. The result points to concepts recognized in the questionnaire, not to live signing performance. It can help learners organize a next step for independent practice or classroom study.
What This Assessment Explores
Rather than testing spoken-English translation, the questionnaire examines how ASL organizes meaning visually and socially. Its scenarios address time framing, word order, movement, handshape, classifiers, numeral incorporation, pointing, role shift, nonmanual signals, gaze, fingerspelling, gloss, and differences between ASL and other sign languages. As a sign language quiz, it helps learners connect terminology with practical examples rather than isolated signs.
The displayed ASL Knowledge scale (0-16) summarizes concepts recognized in the tested material. The three result bands are:
- Foundation to build (0-6) indicates that grammar, visual features, and cultural context may need review.
- Developing knowledge (7-12) shows familiarity with many core principles while leaving room to strengthen less familiar conventions.
- Strong knowledge (13-16) reflects broad understanding of the concepts covered.
Methodology and Scientific Basis
Each item presents a scenario or statement with answer choices. The format tests recognition of language and cultural principles, including time reference, facial grammar, classifier movement, referent locations, and the distinction between Deaf identity and audiological description. An online quiz about ASL supports review, but selecting an option does not demonstrate signing fluency.
Responses are evaluated against keyed alternatives and combined into the result. A quiz with answers about ASL can function as a review aid when learners identify concepts for another pass. The scoring is educational rather than norm-referenced, so it does not provide clinical meaning.
The content is conceptually consistent with American Sign Language Green Books (Baker-Shenk and Cokely, 1991), and with Valli, Lucas, Mulrooney, and Villanueva’s account of ASL structure. Padden and Humphries support treating Deaf identity as a cultural and community dimension. The questionnaire is not an adaptation of a single published instrument.
Fixed choices and self-report remain sensitive to context, attention, self-awareness, and response bias. Regional, generational, and community variation can affect interpretation, so use the result to choose study priorities rather than claim certification.
- Baker-Shenk, Charlotte Lee, and Dennis Cokely. American Sign Language: A Teacher's Resource Text on Grammar and Culture. Clerc Books, Gallaudet University Press, 1991. 10.2307/j.ctv2rh2b1q
- Valli, Clayton, Ceil Lucas, Kristin J. Mulrooney, and Miako Villanueva. Linguistics of American Sign Language: An Introduction. 5th ed. Gallaudet University Press, 2011.
- Padden, Carol A., and Tom L. Humphries. Deaf in America: Voices from a Culture. Harvard University Press, 1988.
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