Self-Assessment in Teaching Interpreting

Pinazo, Encarnación Postigo

doi:10.7202/029690ar

Cited by 22 publications

(6 citation statements)

References 23 publications

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“…Evidence-based studies of SA in translation and interpreting classrooms are still limited (Li, 2018). Interpreting courses aim at preparing students for professional interpreter careers (Lee, 2015;Postigo Pinazo, 2008), thus including a huge amount of exercises, external evaluation and self-assessment of student performance. The modules in a typical undergraduate interpreting course often comprise training on note-taking skills, memory skills, bi-directional consecutive interpreting, sometimes coupled with sight translation ( Li, 2018;Postigo Pinazo, 2008).…”

Section: Self-assessment In Interpreting Educationmentioning

confidence: 99%

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Liu

2021

PortaLin

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The current paper intends to explore whether there are significant correlations between students’ self-efficacy and their self-assessment accuracy and how the former mediates the latter. Framed within an undergraduate interpreting classroom in China, which shares similar pedagogical aims with general foreign language courses, a total of 53 senior students completed an Interpreting Self-Efficacy (ISE) Scale before self-assessing their English-Chinese consecutive interpreting performance. Spearman correlation tests were employed to investigate the correlations between students’ ISE level and their self-assessment accuracy, compared with the teacher’s marks. Although ISE and self-assessment accuracy were positively correlated, the relation was not significant. Medium to low level ISE could only vaguely predict students’ self-assessment performance, but students were capable of accurate self-assessment regardless of their ISE level. This justifies more rigorous reflection on self-regulated learning enabled by accurate self-assessment in language classrooms, which is simultaneously informed by multiple social and psychological variables experienced by individual learners, such as self-efficacy.

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Section: Self-assessment In Interpreting Educationmentioning

confidence: 99%

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Liu

2021

PortaLin

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“…Considering the importance of the topic in the interpreter training, there appear to be limited comparative studies on peer feedback and self-assessment (Bartłomiejczyk, 2009;Fowler, 2007;Hartley et al, 2003), particularly in the field of public service interpreting training, which is the scope of the paper. Previous studies, mostly related to conference interpreting, generally tend to concentrate on one method, that is, either self-evaluation (Russo, 1995;Bartłomiejczyk, 2007;Postigo Pinazo, 2008;Z. Lee, 2015;Y.…”

Section: Introductionmentioning

confidence: 99%

Peer Feedback and Reflective Practice in Public Service Interpreter Training

Holewik¹

2020

TAPSLA

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The paper discusses the importance of student-generated feedback, that is, peer feedback and self-assessment in public service interpreter training. The importance of peer feedback and self-assessment is widely recognised in teaching and learning and benefits include: promoting analytical and critical thinking skills, students’ active participation in the learning process, promoting a collaborative model of teaching and learning, students’ responsibility and autonomy, to name but a few. However, their beneficial character can also be observed in public service interpreter training. The aim of the pilot study conducted among trainee interpreters (MA students) of public service interpreting course was to examine interpreting quality and compare positive (strengths) and negative aspects (weaknesses) of trainee interpreters’ performance identified by them by means of peer feedback and reflection (self-assessment). The trainees participated in simulated public service interpreting sessions and later were asked to reflect on their own as well as their peers’ performance. As seen from data analysis, there are discrepancies between peer feedback and reflection in the perception of students’ strengths and weaknesses and a negative trend can be observed in the case of reflection.

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“…On the one hand, formative assessment, often conceptualized by interpreter educators as an on-going and progressive process, is generally of low stakes and is aimed at revealing students’ strengths and weaknesses, generating formative feedback, and promoting self-directed learning and metacognitive awareness (Arumí Ribas, 2010). In particular, four main forms of formative assessment have been documented: (1) self-assessment (Han & Riazi, 2018; Postigo Pinazo, 2008), (2) peer assessment (Lee, 2017; Su, 2019b), (3) a combination of self and peer assessment (Fowler, 2007; Hartley et al, 2003), and (4) student portfolios (Arumí Ribas, 2010; Sawyer, 2004).…”

Section: Interpreting Testing and Assessment: An Overviewmentioning

confidence: 99%

Interpreting testing and assessment: A state-of-the-art review

Han

2021

Language Testing

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Over the past decade, testing and assessing spoken-language interpreting has garnered an increasing amount of attention from stakeholders in interpreter education, professional certification, and interpreting research. This is because in these fields assessment results provide a critical evidential basis for high-stakes decisions, such as the selection of prospective students, the certification of interpreters, and the confirmation/refutation of research hypotheses. However, few reviews exist providing a comprehensive mapping of relevant practice and research. The present article therefore aims to offer a state-of-the-art review, summarizing the existing literature and discovering potential lacunae. In particular, the article first provides an overview of interpreting ability/competence and relevant research, followed by main testing and assessment practice (e.g., assessment tasks, assessment criteria, scoring methods, specificities of scoring operationalization), with a focus on operational diversity and psychometric properties. Second, the review describes a limited yet steadily growing body of empirical research that examines rater-mediated interpreting assessment, and casts light on automatic assessment as an emerging research topic. Third, the review discusses epistemological, psychometric, and practical challenges facing interpreting testers. Finally, it identifies future directions that could address the challenges arising from fast-changing pedagogical, educational, and professional landscapes.

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Self-Assessment in Teaching Interpreting

Cited by 22 publications

References 23 publications

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Peer Feedback and Reflective Practice in Public Service Interpreter Training

Interpreting testing and assessment: A state-of-the-art review

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