Interpreting Testing and Assessment: A State-of-the-Art Review

Autor/in	Han, Chao
Titel	Interpreting Testing and Assessment: A State-of-the-Art Review
Quelle	In: Language Testing, 39 (2022) 1, S.30-55 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Chao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322211036100
Schlagwörter	Translation; Language Tests; Testing; Evaluation Methods; Test Format; Evaluation Criteria; Scoring; Test Validity; Automation + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Testdurchführung; Testen; Testentwicklung; Bewertung; Testvalidität
Abstract	Over the past decade, testing and assessing spoken-language interpreting has garnered an increasing amount of attention from stakeholders in interpreter education, professional certification, and interpreting research. This is because in these fields assessment results provide a critical evidential basis for high-stakes decisions, such as the selection of prospective students, the certification of interpreters, and the confirmation/refutation of research hypotheses. However, few reviews exist providing a comprehensive mapping of relevant practice and research. The present article therefore aims to offer a state-of-the-art review, summarizing the existing literature and discovering potential lacunae. In particular, the article first provides an overview of interpreting ability/competence and relevant research, followed by main testing and assessment practice (e.g., assessment tasks, assessment criteria, scoring methods, specificities of scoring operationalization), with a focus on operational diversity and psychometric properties. Second, the review describes a limited yet steadily growing body of empirical research that examines rater-mediated interpreting assessment, and casts light on automatic assessment as an emerging research topic. Third, the review discusses epistemological, psychometric, and practical challenges facing interpreting testers. Finally, it identifies future directions that could address the challenges arising from fast-changing pedagogical, educational, and professional landscapes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01