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Conceptualizing and Operationalizing a Formative Assessment Model for English-Chinese Consecutive Interpreting: A Case Study in an Undergraduate Interpreting Course

Conceptualizing and Operationalizing a Formative Assessment Model for English-Chinese Consecutive Interpreting: A Case Study in an Undergraduate Interpreting Course

Chao Han
Copyright: © 2019 |Pages: 23
ISBN13: 9781522552253|ISBN10: 1522552251|ISBN13 Softcover: 9781522588238|EISBN13: 9781522552260
DOI: 10.4018/978-1-5225-5225-3.ch004
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MLA

Han, Chao. "Conceptualizing and Operationalizing a Formative Assessment Model for English-Chinese Consecutive Interpreting: A Case Study in an Undergraduate Interpreting Course." Quality Assurance and Assessment Practices in Translation and Interpreting, edited by Elsa Huertas-Barros, et al., IGI Global, 2019, pp. 89-111. https://doi.org/10.4018/978-1-5225-5225-3.ch004

APA

Han, C. (2019). Conceptualizing and Operationalizing a Formative Assessment Model for English-Chinese Consecutive Interpreting: A Case Study in an Undergraduate Interpreting Course. In E. Huertas-Barros, S. Vandepitte, & E. Iglesias-Fernández (Eds.), Quality Assurance and Assessment Practices in Translation and Interpreting (pp. 89-111). IGI Global. https://doi.org/10.4018/978-1-5225-5225-3.ch004

Chicago

Han, Chao. "Conceptualizing and Operationalizing a Formative Assessment Model for English-Chinese Consecutive Interpreting: A Case Study in an Undergraduate Interpreting Course." In Quality Assurance and Assessment Practices in Translation and Interpreting, edited by Elsa Huertas-Barros, Sonia Vandepitte, and Emilia Iglesias-Fernández, 89-111. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5225-3.ch004

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Abstract

Formative assessment has been increasingly used by interpreter trainers and educators to promote student learning. Different forms of formative assessment have been practiced and reported in interpreting literature. However, a critical review of current practices reported in literature suggests that a longitudinally designed formative assessment model that harnesses the synergistic potential of self, peer, and teacher assessment seems to be lacking. This chapter therefore aims to provide a detailed account of how an inclusive formative assessment model was conceptualized and operationalized for an undergraduate-level English-Chinese consecutive interpreting course and how students and the teacher perceived the assessment model. Based on the students' evaluation and the teacher's reflection, the chapter highlights good practices that contribute to effective formative assessment, discusses potential problems, proposes possible solutions, and suggests future trends in implementing and researching formative assessment in interpreter training and education.

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