본문 바로가기
  • Home

Comparing Self-assessment and Teacher’s Assessment in Interpreter Training

Yun-hyang Lee 1

1Ewha Womans University, Korea

Irregular Papers

ABSTRACT

Despite the importance of assessment in learning, students are often left out of the assessment process. Self-assessment may be the starting point for students to get involved in the assessment process. This study examined the characteristics of both student and teacher assessments of students’ interpretation performances. The study population consisted of teachers and students of a Korean-English program at a two-year graduate school of translation and interpretation. The study asked two questions: (1) Are interpreting students able to produce self-assessments that are similar in grade and content to teachers’ assessments? (2) What are the characteristics of student self-assessments when compared to teacher assessments? The study found that although the students’ self-assigned grades were similar to those of the teachers, the student self-assessments were not similar in content to the teacher assessments. The study also found that student self-assessments had distinct characteristics which could be complementary to teachers’ assessments.

Citation status

* References for papers published after 2022 are currently being built.