‘문장구역’ 수업에서 ‘자기평가’ 활용 모델 연구
Study on a Self-assessment Model for Use in Sight Translation Classes
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With the aim of developing an effective training model for use in sight-translation classes, this study investigates the use of a self-assessment model on eight students in Korean-Chinese sight translation classes at the Graduate School of Interpretation and Translation at Ewha Womans University. As a result it was found that first, the self-assessment model was a useful tool in boosting learning by making students participate in class in a self-reflective way; and that second, training in sight translation actively contributes to increasing the student’s translation and interpretation abilities. Based on these findings, third, it is suggested that teacher feedback is an effective way of guiding and leading self-assessment and peer review, considering that self-assessment was supplemented and stabilized by teacher feedback, andthe portfolio of self-assessment, teacher feedback and peer feedback formed an evaluation mechanism; and fourth,it also suggested that self-assessment must be employed with focus on greater interaction between teacher and student.
Abstract
With the aim of developing an effective training model for use in sight-translation classes, this study investigates the use of a self-assessment model on eight students in Korean-Chinese sight translation classes at the Graduate School of Interpretation and Translation at Ewha Womans University. As a result it was found that first, the self-assessment model was a useful tool in boosting learning by making students participate in class in a self-reflective way; and that second, training in sight translation actively contributes to increasing the student’s translation and interpretation abilities. Based on these findings, third, it is suggested that teacher feedback is an effective way of guiding and leading self-assessment and peer review, considering that self-assessment was supplemented and stabilized by teacher feedback, andthe portfolio of self-assessment, teacher feedback and peer feedback formed an evaluation mechanism; and fourth,it also suggested that self-assessment must be employed with focus on greater interaction between teacher and student.
참고문헌 (17)
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