Comparing Student Self-assessment and Teacher Assessment in Korean-English Consecutive Interpreting

Self-assessment in interpreter training has been recognized as an important tool to motivate learners and help them learn evaluate their own performance. The literature on this topic shows that students’ self-assessment ratings positively correlate with trainers’ assessments, but there are certain differences between the two groups terms of interpretation quality assessment. present study wishes contribute research a learning by comparing self-assessments teacher assessments set categories identifying what areas students need more guidance draw pedagogical implications. For data collection, 20 first-year graduate Korean-English conducted sentence-by-sentence consecutive both directions. Two broad were applied, which fidelity source text target language adequacy, along three sub-categories omissions, misinterpretations, additions. An experienced trainer was recruited perform assessment interpretations based same categories. results show tended focus directions while applied stricter criteria evaluating interpretations. instance, found several instances where marked parts errors such omissions misinterpretations. suggest not consistent reliable detectors performance during self-assessment. This may be partly attributable fact participants second semester two-year long program, process how accurately. Pedagogical implications findings discussed, including kind needed for conduct successfully.