Investigating Quality Criteria Employed in Evaluating Korean-to-English Interpreting Performances
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This paper uses SEM to construct an evaluation model for Korean-to-English interpreting as a means to answer the following research questions: first, what types of criteria are employed in evaluating Korean-to-English interpreting performances; second, how much of an impact does each group of criteria have on the total score; and third, are the same criteria used to assess all students, or are different criteria employed for different student groups? The results revealed that content-related and delivery-related criteria were employed during the evaluation process. Furthermore, the study found that evaluators used content-related, form-related, and delivery-related criteria in assessing students in the high performance group; contrastingly, evaluators only employed content-related criteria in assessing students in the low performance groups. Further analysis of ICCs suggest that evaluators find it more difficult to score form-related criteria when assessing students with lower performance scores compared to those with relatively higher performance scores.
Abstract
This paper uses SEM to construct an evaluation model for Korean-to-English interpreting as a means to answer the following research questions: first, what types of criteria are employed in evaluating Korean-to-English interpreting performances; second, how much of an impact does each group of criteria have on the total score; and third, are the same criteria used to assess all students, or are different criteria employed for different student groups? The results revealed that content-related and delivery-related criteria were employed during the evaluation process. Furthermore, the study found that evaluators used content-related, form-related, and delivery-related criteria in assessing students in the high performance group; contrastingly, evaluators only employed content-related criteria in assessing students in the low performance groups. Further analysis of ICCs suggest that evaluators find it more difficult to score form-related criteria when assessing students with lower performance scores compared to those with relatively higher performance scores.
참고문헌 (9)
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