by Stephen Fitzmaurice
Abstract
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In an effort to teach critical thinking skills for students and reduce grading time, our educational interpreting program stopped providing direct feedback on their interpreted work and implemented a self-assessment only system of assessment. As part of this process students are taught and then graded on the efficacy of their self-assessment of their own interpreting work. This has fundamentally altered program and course assessments and reduced the amount of time it takes for grading and evaluation. Findings indicate implementing self-assessments throughout each course, improves students’ actual interpreting performance as evidenced by higher Educational Interpreter Performance Assessment (EIPA) ratings. In this session participants will uncover different approaches and tools for self-assessment taking into account instructor time management, as well as, student learning objectives. Participants will explore what a completely recursive self-assessment curriculum looks like and discuss the strengths and weaknesses therein. Lastly, participants will formulate if, and how to, implement student self-assessment into their teaching.
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