Guidelines for optimizing interpreting exams
Abstract
Both earlier research and the practical experience of professional interpreters suggest that it is extremely difficult to assess the quality of interpreting objectively. Due to the large number of variables, the evaluation of interpreting performance is only possible in a given situation and under given circumstances, so we cannot really talk about universal assessment criteria. However, interpreting training institutions must give constant feedback on their students' interpreting skills at each stage of the training – preferably in an objective, universally applicable assessment framework. The aim of this study is to give an overview of the criteria by which we can assess the performance of interpreters in an exam situation: whether it is the aptitude and suitability of applicants for interpreter training or the assessment of interpreting trainees in class. Reflecting on the difficulties that interpreter trainers face in constructing the exam, the paper summarizes the recommendations on the structure and priorities of the entrance, mid-term and final exams, as well as the range of possible tasks to be performed. Thus, it aims to provide guidelines for the construction of interpreting exams.
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