Article published in:
The Critical Link 4: Professionalisation of interpreting in the community. Selected papers from the 4th International Conference on Interpreting in Legal, Health and Social Service Settings, Stockholm, Sweden, 20-23 May 2004Edited by Cecilia Wadensjö, Birgitta Englund Dimitrova and Anna-Lena Nilsson
[Benjamins Translation Library 70] 2007
► pp. 253–262
Formative assessment
Using peer and self-assessment in interpreter training
This paper considers the viability and desirability of three aspects of formative assessment: peer assessment, self-assessment and evaluation, and their importance in the training of the professional interpreter. Even experienced student interpreters are often unaware of omissions, additions and misunderstandings in their own performances. When asked to assess themselves or each other, they frequently lack the analytical tools to be able to carry out such exercises. This paper is informed by educational practice in order to validate the use of these forms of assessment, and it demonstrates how student interpreters can use them to increase the amount of feedback they receive as they become professionals.
Published online: 16 May 2007
https://doi.org/10.1075/btl.70.28fow
https://doi.org/10.1075/btl.70.28fow
Cited by
Cited by 6 other publications
Han, Chao
2018. Latent trait modelling of rater accuracy in formative peer assessment of English-Chinese consecutive interpreting.
Assessment & Evaluation in Higher Education 43:6 ► pp. 979 ff. 
Han, Chao
2019. A generalizability theory study of optimal measurement design for a summative assessment of English/Chinese consecutive interpreting.
Language Testing 36:3 ► pp. 419 ff.
Han, Chao & Qin Fan
2020. Using self-assessment as a formative assessment tool in an English-Chinese interpreting course: student views and perceptions of its utility.
Perspectives 28:1 ► pp. 109 ff.
Han, Chao & Xiao Zhao
2020. Accuracy of peer ratings on the quality of spoken-language interpreting.
Assessment & Evaluation in Higher Education ► pp. 1 ff.
Lee, Sang-Bin
2018. Exploring a relationship between students’ interpreting self-efficacy and performance: triangulating data on interpreter performance assessment.
The Interpreter and Translator Trainer 12:2 ► pp. 166 ff.
Li, Xiangdong
2018. Self-assessment as ‘assessment as learning’ in translator and interpreter education: validity and washback.
The Interpreter and Translator Trainer 12:1 ► pp. 48 ff.
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