Abstract:
Despite the unprecedented interest in interpreting teaching and
training, there exists a gap in the knowledge of quality assessment of simultaneous
interpreting (SI) in the academia. This study aims to investigate the assessment of
the quality of SI from a teaching and learning perspective, in a new way especially
of looking at holistic and subjective judgements. It raises three questions. How to
make assessments? How to design a rubric? How to use assessments and rubrics to
help teachers and learners get quality education? This multidisciplinary study
derives its theoretical tenets from interpreting studies and interactive pedagogical
assessment, employing case study and questionnaire methods. The data was
collected from actual assessments of bi-directional English/Arabic renditions, given
to final-year university learners of SI unit. Proper assessment and clear rubrics 'with
some holistic and subjective' characteristics can help enhance teachers' assessment
and learners' creative performance.
