Article published In:
FORUMVol. 11:1 (2013) ► pp.77–97
A Jury of Your Peers
Peer assessment in consecutive interpretation pedagogy
Keywords: Peer assessment, consecutive interpretation, critique, questionnaire, feedback
References
Bartlomiejczyk, M.
(2007) Interpreting quality as perceived by trainee interpreters: Self-evaluation. The Interpreter and Translator Trainer, 1(2), 247–267. 
Bouzidi, L., Jaillet, A.
(2009) Can online peer assessment be trusted? Educational Technology and Society, 12(4), 257–268. Retrieved from [URL]
Bühler, H.
(1986) Linguistic (semantic) and extra-linguistic (pragmatic) criteria for the evaluation of conference interpretation and interpreters. Multilingua, 5(4), 231–235.
Clifford, A.
(2001) Discourse, theory, performance-based assessment: Two tools for professional interpreting. Meta, 46(2), 365–378.
De Grez, L., Valcke, M. & Roozen, I.
(2009) How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? Computers & Education, 53(1), 112–120. Retrieved from [URL]
Falchikov, N. & Goldfinch, J.
(2000) Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287–322. Retrieved from [URL]
Gile, D.
(2001) Quality assessment in conference interpreting: Methodological issues. In Angela Collados Ais, Maria Manuela Fernandez Sanchez & Daniel Gile (eds.) La evaluacion de la calidad en interpretacion: Investigacion, 109–123. Granada: Editorial Comares.
Kurz, I.
(1993) Conference interpretation: Expectations of different user groups. The Interpreters’ Newsletter 51, pp. 13–21. Retrieved from ([URL])
Liu, N-F & Carless, D.
(2006) Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3),.279–290.
Nicol, D.J. & Macfarlane-Dick, D.
(2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. Retrieved from [URL]
Pöchhacker, F.
(2010) The role of research in interpreter education. Translation & Interpreting, 2(1). Retrieved from [URL]
Pöchhacker, F. & Zwischenberg, C.
(2010) Survey on quality and role: Conference interpreters’ expectations and self-perceptions. Retrieved from [URL]
Sluijsmans, D., Dochy, F. & Moerkerke, G.
(1998) Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1(3), 293–319. Retrieved from [URL]
Cited by
Cited by 3 other publications
Han, Chao
2018. A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course. Studies in Educational Evaluation 58 ► pp. 187 ff. 
Han, Chao
2019. Conceptualizing and Operationalizing a Formative Assessment Model for English-Chinese Consecutive Interpreting. In Quality Assurance and Assessment Practices in Translation and Interpreting [Advances in Linguistics and Communication Studies, ], ► pp. 89 ff.
Han, Chao & Xiao Zhao
2021. Accuracy of peer ratings on the quality of spoken-language interpreting. Assessment & Evaluation in Higher Education 46:8 ► pp. 1299 ff.
This list is based on CrossRef data as of 30 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.