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An Exploratory Study of Self-Assessment Teaching Approaches in ASL/English Interpreter Education Programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Exploratory Study of Self-Assessment Teaching Approaches in ASL/English Interpreter Education Programs./
作者:	Wilson, Katelyn B.
面頁冊數:	1 online resource (169 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29259971click for full text (PQDT)
ISBN:	9798841728924

An Exploratory Study of Self-Assessment Teaching Approaches in ASL/English Interpreter Education Programs.
Wilson, Katelyn B.

An Exploratory Study of Self-Assessment Teaching Approaches in ASL/English Interpreter Education Programs. - 1 online resource (169 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ed.D.)--The University of Memphis, 2022.

Includes bibliographical references

Self-assessment is an emerging topic in ASL/English interpreter education that is being recognized as critical for students completing the degree-to-certification process and needs to be thoroughly explored. Using Scaffolding Theory and self-assessment drawn from Self-Directed Learning Theory, this exploratory, qualitative interview study discusses the importance of self-assessment in interpreter education. The purpose of this study was to explore how instructors in ASL/English Interpreter Education Programs are teaching students to engage in self-assessment and the types of Commission on Collegiate Interpreter Education (CCIE) required self-assessment they are teaching, product-based and process-based. Product-based assessment focuses on the outcome of the interpretation, while process-based assessment focuses on identifying why errors are occurring. Nine instructors from six different accredited Interpreter Education Programs across the United States were interviewed via Zoom. All of the participants agreed that self-assessment is crucial to interpreter skill growth, and they require self-assessment as part of course assignments. Although all of the participants taught self-assessment, only two taught both product-based and process-based self-assessment as required by CCIE. This study revealed key components for self-assessment as implications for theory and implications for practice indicated that teaching scaffolding and self-directed learning may help students understand the importance of self-assessment. Scaffolding is a useful theory in studies on self-assessment in interpreter education because it supports self-directed learning. It is recommended that instructors teach both types of self-assessment required by the CCIE and to use interpreting models to teach process-based self-assessment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841728924Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

ASL/English Interpreter EducationIndex Terms--Genre/Form:

542853
Electronic books.

An Exploratory Study of Self-Assessment Teaching Approaches in ASL/English Interpreter Education Programs.
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