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Self-Assessment of Interpreting Performance: A Case Study

  • The Journal of Translation Studies
  • Abbr : JTS
  • 2020, 21(3), pp.211-233
  • DOI : 10.15749/jts.2020.21.3.008
  • Publisher : The Korean Association for Translation Studies
  • Research Area : Humanities > Interpretation and Translation Studies
  • Received : August 5, 2020
  • Accepted : September 9, 2020
  • Published : September 30, 2020

IM SEI INN 1 Kim, Yeon-soo 2

1한국외국어대학교
2독립연구자

Accredited

ABSTRACT

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.

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