통역 평가 비교가능성: 교육상황에서의 사례연구
A Case Study of Inter-rater Comparability in Interpreting Assessment
0
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
This paper attempts to explore issues of comparability in the assessment of interpreting when more than two raters are involved. It is often argued that the assessment results are not reliable as raters apply different criteria and rating systems. It is complicated, however, to investigate the issues as they are mostly stem from the raters' subconscious; indeed, the raters themselves may find it difficult to specify these issues. In order to investigate the raters' internal systems, a series of assessments and coordination sessions have been devised, ultimately aiming to achieve comparability among raters. While the raters all inevitably develop different assessment criteria due to their different work experiences and educational backgrounds, they could be guided to share a common set of criteria for assessment through a series of assessment exercises. This may be particularly helpful for novice teachers, not only for their assessment but also for their teaching. Further, these coordination activities could contribute to coordination of the implementation of the curriculum when multiple classes are run in parallel.
Abstract
This paper attempts to explore issues of comparability in the assessment of interpreting when more than two raters are involved. It is often argued that the assessment results are not reliable as raters apply different criteria and rating systems. It is complicated, however, to investigate the issues as they are mostly stem from the raters' subconscious; indeed, the raters themselves may find it difficult to specify these issues. In order to investigate the raters' internal systems, a series of assessments and coordination sessions have been devised, ultimately aiming to achieve comparability among raters. While the raters all inevitably develop different assessment criteria due to their different work experiences and educational backgrounds, they could be guided to share a common set of criteria for assessment through a series of assessment exercises. This may be particularly helpful for novice teachers, not only for their assessment but also for their teaching. Further, these coordination activities could contribute to coordination of the implementation of the curriculum when multiple classes are run in parallel.
참고문헌 (10)
- 이혜승, "동시통역 품질 평가에 대한 경험적 연구 고찰", 통번역학연구, 12(1), pp.91~107 (2008), 통번역연구소
- Clifford, A, "Discourse theory and performance-based assessment: Two tools for professional interpreting", Translators’ Journal, 46(2), pp.365~378 (2001)
- House, J, "Moving across languages and cultures in translation as intercultural communication, In Translational action and intercultural communication", pp.7~39 (2009), St. Jerome & In Trans Publications
- House, J, "How do we know when a translation is good?, In Exploring translation and multilingual text production", pp.127~161 (2001), Mouton de Gruyter
- Kelly, D, "A handbook for translator trainers" (2005), St. Jerome
- Kurz, I, "Conference interpreting: Quality in the ears of the user", Meta: Translators’ Journal, 46(2), pp.394~409 (2001)
- Pellatt, V., "Teaching and testing interpreting and translating" (2010), Peter Lang
- Pöchhacker, F, "Quality assessment in conference and community interpreting", Meta: Translators’ Journal, 46(2), pp.410~425 (2001)
- Vermeiren, H, "The final evaluation of interpreter performances: A social practice, In Teaching and testing interpreting and translating", pp.285~300 (2010), Peter Lang
- Wu, S, "Some reliability issues of simultaneous interpreting assessment within the eucational context, In Teaching and testing interpreting and translating", pp.301~325 (2010)