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@article{ART002629971},
author={IM SEI INN and Kim， Yeon-soo},
title={Self-Assessment of Interpreting Performance: A Case Study},
journal={The Journal of Translation Studies},
issn={1229-795X},
year={2020},
volume={21},
number={3},
pages={211-233},
doi={10.15749/jts.2020.21.3.008}

TY - JOUR
AU - IM SEI INN
AU - Kim， Yeon-soo
TI - Self-Assessment of Interpreting Performance: A Case Study
JO - The Journal of Translation Studies
PY - 2020
VL - 21
IS - 3
PB - The Korean Association for Translation Studies
SP - 211
EP - 233
SN - 1229-795X
AB - With a growing emphasis on student-centered learning in interpreter education, recent studies have described the value of self-assessment in interpreting classrooms. Yet little empirical attention has been directed at student interpreters’ self-assessment skills and their beliefs of its usefulness. This study aims to fill part of that gap by examining the self-assessments and post-lesson questionnaires of students enrolled in a Korean>English interpreting course. Each student carried out four self-assessments throughout the course based on the criteria proposed by Schjoldager (1996), and submitted the reports together with the recordings/transcripts of their performance. The accuracy of the self-assessments was determined by comparing them to the evaluation scores of qualified raters, i.e. professional interpreters/teachers, and cross-verified using the recorded/transcribed data. At the end of the course, a questionnaire investigating the students’ attitude towards self-assessment was conducted. The results indicated differences in the grades and content of self- and teacher-assessment, suggesting the need for coaching students on self-reflection skills. Meanwhile, high performers tended to underestimate their performance compared to their lower-performing peers, resulting in less consistency with the scores given by the instructor. Responses to the questionnaire revealed that most students hold positive beliefs about the use of self-assessment, while also having an interest in more instructor feedback and guidance.
KW - interpreter education;student-centered learning;self-assessment;self-assessment accuracy;student beliefs
DO - 10.15749/jts.2020.21.3.008
ER -

IM SEI INN and Kim， Yeon-soo. (2020). Self-Assessment of Interpreting Performance: A Case Study. The Journal of Translation Studies, 21(3), 211-233.

IM SEI INN and Kim， Yeon-soo. 2020, "Self-Assessment of Interpreting Performance: A Case Study", The Journal of Translation Studies, vol.21, no.3 pp.211-233. Available from: doi:10.15749/jts.2020.21.3.008

IM SEI INN, Kim， Yeon-soo "Self-Assessment of Interpreting Performance: A Case Study" The Journal of Translation Studies 21.3 pp.211-233 (2020) : 211.

IM SEI INN, Kim， Yeon-soo. Self-Assessment of Interpreting Performance: A Case Study. 2020; 21(3), 211-233. Available from: doi:10.15749/jts.2020.21.3.008

IM SEI INN and Kim， Yeon-soo. "Self-Assessment of Interpreting Performance: A Case Study" The Journal of Translation Studies 21, no.3 (2020) : 211-233.doi: 10.15749/jts.2020.21.3.008

IM SEI INN; Kim， Yeon-soo. Self-Assessment of Interpreting Performance: A Case Study. The Journal of Translation Studies, 21(3), 211-233. doi: 10.15749/jts.2020.21.3.008

IM SEI INN; Kim， Yeon-soo. Self-Assessment of Interpreting Performance: A Case Study. The Journal of Translation Studies. 2020; 21(3) 211-233. doi: 10.15749/jts.2020.21.3.008

IM SEI INN, Kim， Yeon-soo. Self-Assessment of Interpreting Performance: A Case Study. 2020; 21(3), 211-233. Available from: doi:10.15749/jts.2020.21.3.008

IM SEI INN and Kim， Yeon-soo. "Self-Assessment of Interpreting Performance: A Case Study" The Journal of Translation Studies 21, no.3 (2020) : 211-233.doi: 10.15749/jts.2020.21.3.008