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Abstract(s)
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 deinterpretación 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 otrosmétodos 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.
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. Keywords: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. Keywords:perspective.
Description
Keywords
Enseñanza-aprendizaje de la interpretación Visión de los formadores Evaluación formativa Estudio cualitativo
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto, Instituto Superior de Contabilidade e Administração do Porto, Edição própria