Contribution to Book
Teaching to Self Assess: Developing Critical Thinking Skills for Student Interpreters
The Next Generation of Research in Interpreter Education
(2018)
Abstract
In an effort to teach critical thinking skills to interpreting students, our
educational interpreting program has stopped providing direct feedback
on their interpreted work. We believe that independent practitioners
need to be skilled at self-assessment rather than relying on external ratings
of performance; thus, for the last 2 years, I have taught and then
graded students on the efficacy of their self-assessment of their own
work. To assess this change, I analyzed the Educational Interpreter Performance
Assessment (EIPA) ratings of students who received direct
feedback and those who learned to self-assess. The findings indicate that
the students who were taught self-assessment yielded statistically significant
higher final EIPA ratings than those who were given direct feedback.
These findings suggest that a subtle shift in how interpreter educators
teach and assess student work can significantly improve students’ actual
interpreting performance and potentially better prepare them as lifelong
learners.
Disciplines
Publication Date
2018
Editor
C. Roy & E. Winston
Publisher
Gallaudet University Press
Citation Information
Stephen Fitzmaurice. "Teaching to Self Assess: Developing Critical Thinking Skills for Student Interpreters" Washington, DCThe Next Generation of Research in Interpreter Education (2018) p. 102 - 122 Available at: http://works.bepress.com/stephen-fitzmaurice/7/