THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS

• Autor(a) principal: Araújo, Lara Domínguez
• Data de Publicação: 2016
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34630/polissema.v0i16.2958
• topic: evaluación formativa; enseñanza-aprendizaje de la interpretación; estudio cualitativo; visión de los formadores; formative assessment; interpreting education; qualitative study; trainers' perspective

Despite its importance, the field of research that studies the assessment of interpreting performance is still in its infancy. It is an area that needs to be explored further using a scientific methodology that establishes ties with pedagogy, thus improving interpreting skills acquisition and professional performance. This paper presents the findings from an empirical study on the importance of formative assessment for trainers conducted on three postgraduate conference interpreting programs run in 2011 by universities in Catalonia, Portugal and the Canary Islands. Data collected through individual interviews with the trainers was processed, transcribed, and analysed following quality content analysis, supplemented with written questionnaires. The study is part of wider research on assessment views and practices, which encompasses various stakeholders (trainers and trainees) and topics, as well as other main research methods (focus groups) and secondary ones (observation of lessons). Among these, the importance of assessment for trainers stands out as a critical and ubiquitous topic. The findings are conclusive regarding the importance given by trainers to the role that formative assessment plays in interpreting teaching and learning practices, even when these practices vary throughout the course. The findings also reveal the difficulties connected with performing formative assessment as trainers state that differences exist between the perceptions held by trainers and trainees in terms of its function and importance. In some cases, learners express feeling frustrated due to differences in the assessment from different trainers.