Résumés
Abstract
This paper explores the usefulness of self-assessment in an interpretation classroom. Students of the Korean-English Program in a two-year graduate school of translation and interpretation were asked to analyze and assess their interpretation performances and submit a self-assessment report to the instructor. Later, a survey was conducted to find out what aspects of self-assessment the students found positive or negative. Based on the responses of the student and the teacher, selfassessment was found to be positive in identifying students’ weaknesses and strengths, enable targeted practice, and allow them to monitor their own progresses. But students also found selfassessment to be time-consuming and emotionally draining. However, all students and the instructor agreed that self-assessment was conducive to students. learning in an interpretation classroom.
Keywords/Mots-Clés:
- self-assessment,
- interpretation,
- learning tools,
- Korean
Résumé
Cette étude a pour but d’examiner l’utilité de l’auto-évaluation dans les cours d’interprétation. Les étudiants de l’école d’interprétation et de traduction d’un cursus de 2 ans ont participé à cette étude qui consiste à analyser et à évaluer leur propre performance interprétative et à remettre un rapport d’auto-évaluation au professeur. Un questionnaire a été donné par la suite pour déterminer ce que pensent les étudiants de l’auto-évaluation. Les étudiants et le professeur ont tous répondu que l’auto-évaluation jouait un rôle positif car elle permet de déterminer les faiblesses et les points forts de chacun ainsi qu’un exercice ciblé et le monitorat du progrès. Cependant, les étudiants ont également indiqué que l’auto-évaluation nécessite beaucoup de temps et qu’elle est émotivement difficile. Cependant, les étudiants et le professeur ont été unanime à affirmer que l’auto-évaluation apporte une grande contribution pédagogique aux cours.
Parties annexes
References
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