THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERSLA IMPORTANCIA DE LA EVALUACIÓN FORMATIVA PARA LOS DOCENTES DE INTERPRETACIÓN DE CONFERENCIASevaluación formativaenseñanza-aprendizaje de la interpretaciónestudio cualitativovisión de los formadoresformative assessmentinterpreting educationqualitative studytrainers' perspectiveDespite 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.A pesar de su importancia, la evaluación de interpretaciones es un ámbito de investigación todavía incipiente que es necesario explorar mediante una metodología científica y tendiendo puentes con la pedagogía, habida cuenta de la mejora que esto supondría para el desarrollo profesional y el aprendizaje de la interpretación. Este artículo expone los resultados de un estudio empírico sobre la importancia de la evaluación formativa para los profesores de interpretación de conferencias de tres centros universitarios de Cataluña, Portugal y Canarias en 2011 donde se imparten cursos de posgrado en interpretación de conferencias. Los resultados proceden del análisis cualitativo del contenido de la información obtenida mediante entrevistas individuales con docentes de los tres centros, complementadas con cuestionarios escritos. El estudio forma parte de una investigación más amplia, que abarca otros temas y actores relacionados con la evaluación, así como otros métodos principales (grupos focales) y complementarios (observación de clases). Entre las numerosas cuestiones relacionadas con la evaluación que surgen en dicha investigación sobre opiniones y prácticas, la importancia de esta para los formadores supone un tema crucial y omnipresente. Los resultados son concluyentes con respecto al papel destacado que los docentes otorgan a la evaluación formativa en la enseñanza-aprendizaje de la interpretación, aun cuando este varíe en función del momento del curso. Además, queda patente la complejidad y dificultad de realizar una evaluación formativa, puesto que los docentes afirman que existen divergencias con los alumnos con respecto a su función e importancia y en algunos casos frustración por parte de estos últimos debido a la existencia de disparidad en las evaluaciones realizadas por distintos profesores.Instituto Superior de Contabilidade e Administração do Porto2016-11-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34630/polissema.v0i16.2958https://doi.org/10.34630/polissema.v0i16.2958POLISSEMA – ISCAP Journal of Letters; No. 16 (2016); 35-51POLISSEMA – Revista de Letras do ISCAP; Núm. 16 (2016); 35-51POLISSEMA; No 16 (2016); 35-51POLISSEMA – Revista de Letras do ISCAP; N.º 16 (2016); 35-512184-710X1645-1937reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://parc.ipp.pt/index.php/Polissema/article/view/2958https://parc.ipp.pt/index.php/Polissema/article/view/2958/924Direitos de Autor (c) 2016 POLISSEMA – Revista de Letras do ISCAPinfo:eu-repo/semantics/openAccessAraújo, Lara Domínguez2024-02-01T20:17:12Zoai:oai.parc.ipp.pt:article/2958Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:00:46.948671Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS LA IMPORTANCIA DE LA EVALUACIÓN FORMATIVA PARA LOS DOCENTES DE INTERPRETACIÓN DE CONFERENCIAS |
title |
THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS |
spellingShingle |
THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS Araújo, Lara Domínguez evaluación formativa enseñanza-aprendizaje de la interpretación estudio cualitativo visión de los formadores formative assessment interpreting education qualitative study trainers' perspective |
title_short |
THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS |
title_full |
THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS |
title_fullStr |
THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS |
title_full_unstemmed |
THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS |
title_sort |
THE IMPORTANCE OF FORMATIVE EVALUATION FOR CONFERENCE INTERPRETING TEACHERS |
author |
Araújo, Lara Domínguez |
author_facet |
Araújo, Lara Domínguez |
author_role |
author |
dc.contributor.author.fl_str_mv |
Araújo, Lara Domínguez |
dc.subject.por.fl_str_mv |
evaluación formativa enseñanza-aprendizaje de la interpretación estudio cualitativo visión de los formadores formative assessment interpreting education qualitative study trainers' perspective |
topic |
evaluación formativa enseñanza-aprendizaje de la interpretación estudio cualitativo visión de los formadores formative assessment interpreting education qualitative study trainers' perspective |
description |
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. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34630/polissema.v0i16.2958 https://doi.org/10.34630/polissema.v0i16.2958 |
url |
https://doi.org/10.34630/polissema.v0i16.2958 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://parc.ipp.pt/index.php/Polissema/article/view/2958 https://parc.ipp.pt/index.php/Polissema/article/view/2958/924 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2016 POLISSEMA – Revista de Letras do ISCAP info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2016 POLISSEMA – Revista de Letras do ISCAP |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Superior de Contabilidade e Administração do Porto |
publisher.none.fl_str_mv |
Instituto Superior de Contabilidade e Administração do Porto |
dc.source.none.fl_str_mv |
POLISSEMA – ISCAP Journal of Letters; No. 16 (2016); 35-51 POLISSEMA – Revista de Letras do ISCAP; Núm. 16 (2016); 35-51 POLISSEMA; No 16 (2016); 35-51 POLISSEMA – Revista de Letras do ISCAP; N.º 16 (2016); 35-51 2184-710X 1645-1937 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130473220276224 |