EIPA Classroom Interpreting
The EIPA is designed to evaluate the skills of interpreters working in educational settings with deaf children. It is recognized that this form of interpretation is unique and differs considerably from interpreting for deaf adults. The EIPA is designed to assess several aspects of the interpreter’s skills, including use of intonation (e.g., stress, phrasing and facial expression), spatial organization, and ability to convey the intended meaning (pragmatics). As a member of the educational team, the interpreter also is responsible for facilitating the deaf student’s language and academic development. Therefore, the EIPA evaluates the interpreter's ability to convey academic terms (vocabulary and concepts) that are essential for mastery of English literacy and educational content.
The EIPA skill levels correspond roughly to beginner (EIPA level 1), advanced beginner (EIPA level 2), intermediate (EIPA level 3), advanced intermediate (EIPA level 4), and advanced (EIPA level 5) (Schick et al., 2006). EIPA scores are rounded to the nearest tenth of a point, so there is gradation within each skill level. For example, an interpreter scoring an EIPA 3.0 will be closer to an advanced beginner than will an interpreter scoring an EIPA 3.5, and an interpreter scoring an EIPA 3.9 will be closer to advanced intermediate. Interpreters scoring in the beginner and advanced beginner levels (EIPA 0-2.9) are not recommended for classroom interpreting (Schick et al., 2006). Interpreters scoring in the intermediate level (EIPA 3.0-3.9) need continued supervision and continuing education (Schick et al., 2006). Interpreters scoring in the advanced intermediate and advanced levels (EIPA 4.0-5.0) are capable of working autonomously as classroom interpreters (Schick et al., 2006).
Cates, Deborah Michele (2021) "Patterns in EIPA Test Scores and Implications for Interpreter Education," Journal of Interpretation: Vol. 29: Iss. 1, Article 6. Available at: https://digitalcommons.unf.edu/joi/vol29/iss1/6