통번역대학원 학생의 자기평가능력에 관한 사례연구
Self-Assessment of Interpreting Performance: A Case Study
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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.
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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