1887
Volume 17, Issue 2
  • ISSN 1384-6647
  • E-ISSN: 1569-982X
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Abstract

This article reports on the process of developing an analytic rating scale for assessing undergraduate students’ consecutive interpreting performances. The development process was divided into three phases. First, a total of 42 criteria for interpreter performance assessment were identified from the related literature and grouped into three categories: ‘content’, ‘form’ and ‘delivery’. Second, these criteria were rated by importance in a questionnaire survey of 31 interpreter trainers. In this phase a total of 20 criteria were removed due to statistical concerns, while 22 criteria — seven criteria for content, seven for form, and eight for delivery — were retained to construct a draft rating scale. Third, to determine the appropriate weighting for each category, two interpreter trainers used the 22-item draft scale to rate 33 consecutive interpretations by Korean undergraduate students. A statistical analysis of these assessments showed that the content category should be assigned an effective weight of 2, while the other categories need not be weighted (i.e., weighting value: 1).
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/content/journals/10.1075/intp.17.2.04lee
2015-01-01
2019-10-13
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/intp.17.2.04lee
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  • Article Type: Research Article
Keyword(s): assessment , consecutive interpreting , criteria , Korean and rating
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