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Article published In:
Interpreting
Vol. 20:1 (2018) ► pp.63–101

Using rating scales to assess interpretation

Practices, problems and prospects

| Southwest University (China)
Over the past decade, interpretation assessment has played an increasingly important role in interpreter education, professional certification, and interpreting research. The time-honored assessment method is based on analysis of (para)linguistic features of interpretation (including such items as omissions, substitutions, un/filled pauses and self-corrections). Recently, use of descriptor-based rating scales to assess interpretation has emerged as a viable alternative (e.g., Angelelli 2009; Han 2015, 2016; J. Lee 2008; Tiselius 2009), arguably providing a basis for reliable, valid and practical assessments. However, little work has been done in interpreting studies to ascertain the assumed benefits of this emerging assessment practice. Based on 17 international peer-reviewed journals over the last twelve years (2004–2015), and other related publications (e.g., scholarly books, reports, documents), this article provides an overview of practices in scale-based interpretation assessment, focusing on four major aspects: (a) rating scales; (b) raters; (c) rating procedures; (d) reporting of assessment outcomes. Problem areas and possible emerging trends in interpretation assessment are examined, identifying a number of future research needs.
Keywords: interpretation assessment, rating scales, reliability, validity
Article outline
  • 1.Introduction
  • 2.Sources for the literature review
  • 3.Rater-mediated, scale-based interpretation assessment: A synthetic review
    • 3.1Rating scales
      • 3.1.1Scale categories
      • 3.1.2Scale bands
      • 3.1.3Scalar descriptors
      • 3.1.4Scale types
    • 3.2Raters
      • 3.2.1Rater characteristics
      • 3.2.2The number of raters involved
      • 3.2.3Rater training
    • 3.3Rating procedures
      • 3.3.1Real-time versus post-hoc rating
      • 3.3.2Randomization of interpretation samples to be rated
      • 3.3.3Group versus independent listening
      • 3.3.4Use of external materials as references
      • 3.3.5Rating on single versus multiple dimensions for each listening
      • 3.3.6Decision-making processes
    • 3.4Reporting of assessment outcomes
  • 4.Potential issues: Problem areas in assessment practices
    • 4.1Rating scales
    • 4.2Raters
    • 4.3Rating procedures
    • 4.4Reporting of assessment outcomes
  • 5.Prospects: Identifying research needs
  • 6.Conclusion
  • Acknowledgement
  • Notes
  • References
Published online: 26 April 2018
DOI logo
https://doi.org/10.1075/intp.00003.han
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This list is based on CrossRef data as of 26 november 2023. 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.