To make a positive statement negative in ASL, one should

Shake head while signing the statement

Change the handshape of the object in the sentence

Raise eyebrows while signing the statement.

ign “no” at the beginning of the sentence

The knowledge that English has multiple meaning words, like get, run, and light is important because

The words are signed differently, depending on meaning

The words are signed the same regardless of meaning

English grammar is different than ASL grammar

The five parameters of each word must be considered

"Oralism" is a philosophy that embraces

Deaf people learning speech and lipreading skills

The idea that hearing is better than deaf

The DPN movement took place at

Gallaudet University in Washington, DC

Michigan State University in East Lansing

Stanford University in California

When saying goodbye In the Deaf community, it is considered appropriate/polite to:

Say goodbye to every individual/group personally

Talk about when you will see each other again

All of the following would be considered question-maker questions, except:

Are you going to the dance tonight?

When in the same room/location as a deaf person, one should

Sign when communicating with anyone nearby

Wait until approached to communicate in ASL

Sign only when communicating with the deaf person

Only write with pen and paper if just learning ASL

he most appropriate/common way to get the attention of a deaf person is to

Yell loudly in his/her direction while waving

If you are a hearing person being introduced in the Deaf community, deaf people would be most interested in

Why /where you are learning ASL

ASL 1 Exam Review

Quiz

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World Languages

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9th - 12th Grade

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Practice Problem

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Medium

Sharon Peterson

Used 24+ times

FREE Resource

About this resource

This ASL 1 Exam Review covers the fundamental concepts that form the foundation of American Sign Language study at the introductory high school level, typically grades 9-12. The quiz comprehensively addresses the five parameters of ASL (handshape, location, movement, palm orientation, and non-manual signals), essential grammar structures including negation and question formation, and the critical distinction between ASL and English syntax. Students must understand iconic versus arbitrary signs, the role of non-manual signals in conveying meaning, proper fingerspelling techniques, and the concept of eye gaze and deixis in ASL discourse. The assessment also requires knowledge of Deaf culture protocols, including appropriate attention-getting methods, introduction customs that differ for hearing and deaf individuals, and community etiquette such as proper leave-taking behaviors. Created by Sharon Peterson, a World Languages teacher in the US who teaches grades 9-12. This comprehensive review quiz serves multiple instructional purposes, functioning effectively as a unit exam preparation tool, formative assessment for gauging student readiness, or comprehensive review before summative evaluation. The quiz can be implemented as homework to reinforce class learning, used during review sessions to identify knowledge gaps, or deployed as a practice assessment to build student confidence before formal testing. The content aligns with World Languages standards for ASL instruction, supporting students' development of intercultural competence and communication skills in a visual-spatial language while building foundational knowledge of Deaf culture and community norms that are essential for respectful and effective communication.