01591nas 2200457-a 450 99627938090331620240413030828.0(CKB)991042743178474(CONSER)sf-98010800-(EXLCZ)9999104274317847419970702a199u9999 --- aengtxtrdacontentcrdamediacrrdacarrierOSA trends in optics and photonicsWashington, DC Optical Society of America1 online resourceCover title: Trends in optics and photonics : TOPS.Some issues include the title of the monograph in the series title; e.g. v. 6 has the title: OSA trends in optics and photonics on medical and biological applications.Print version: OSA trends in optics and photonics. 1094-5695 (DLC)sf 98010800 (OCoLC)37228419 TOPSTrends in optics and photonicsOptical Society of America trends in optics and photonicsOSA TRENDS IN OPTICS & PHOTONICSOSA trends optics photonicsPhotonicsOpticsOpticsfast(OCoLC)fst01046845Photonicsfast(OCoLC)fst01062073Photonics.Optics.Optics.Photonics.621Optical Society of America.JOURNAL996279380903316exl_impl conversionOSA trends in optics and photonics1889347UNISA07591nam 2200661Ia 450 991096641680332120200520144314.0978661225446897814237610751423761073978902729568290272956899781282254466128225446410.1075/btl.47(CKB)1000000000003169(MiAaPQ)EBC622597(Au-PeEL)EBL622597(CaPaEBR)ebr10056603(CaONFJC)MIL225446(OCoLC)732804629(DE-B1597)720608(DE-B1597)9789027295682(EXLCZ)99100000000000316920031014d2004 uy 0engurcn|||||||||txtrdacontentcrdamediacrrdacarrierFundamental aspects of interpreter education curriculum and assessment /David B. Sawyer1st ed.Philadelphia, PA J. Benjamins2004xviii, 312 pBenjamins translation library,0929-7316 ;v. 479789027216533 9027216533 9781588114600 1588114600 Includes bibliographical references and index.Fundamental Aspects of Interpreter Education -- Editorial page -- Title page -- LCC page -- Table of contents -- Figures and tables -- Preface and acknowledgements -- Introduction -- 1. Challenges facing interpreter education -- 2. The integrative role of assessment -- 3. The objectives of this book -- 4. Methodological considerations -- 5. Overview of contents -- Interpreter education literature -- 1. Curriculum -- 2. Expertise -- 3. Assessment -- 4. Language transfer competence -- 5. Conclusions -- Fundamental aspects of curriculum -- 1. Definitions -- 1.1. The official curriculum -- 1.2. The hidden curriculum -- 2. Foundations -- 2.1. Philosophy -- 2.2. History -- 2.3. Psychology -- 2.4. Sociology -- 3. Guidelines -- 3.1. Educational philosophy -- 3.2. The aims of instruction -- 3.3. Program goals -- 3.4. Teaching objectives -- 3.5. Curricular implications -- 4. Approaches -- 4.1. Scientific - curriculum as process -- 4.2. Humanistic - curriculum as interaction -- 5. Models -- 5.1. Curriculum models according to Arjona -- 5.2. Curriculum components -- 6. Steps toward effective curriculum design -- 7. Conclusions -- Foundations of interpreter performance assessment -- 1. Concepts -- 1.1. Validity -- 1.2. Reliability -- 1.3. Subjective and objective testing -- 1.4. Measurement scales -- 1.5. Formative, summative, and ipsative assessment -- 1.6. Test specifications -- 2. Integrating curriculum and assessment: Developmental milestones -- 2.1. Entry-level assessment -- 2.2. Intermediate assessment -- 2.3. Final assessment -- 3. Evidential bases of construct validity -- 3.1. Scientific approaches: Criteria -- 3.2. Humanistic approaches: Domain -- 3.3. Guidelines: Standards -- 4. Standardization in testing -- 5. Authenticity -- 6. Alternative assessment: Portfolios -- 7. Steps toward valid and reliable assessment -- 8. Conclusions.Introduction to the case study -- 1. Research questions -- 2. General comments on method and scope -- 3. Content analysis of GSTI curriculum documents -- 3.1. Aims, goals, objectives -- 3.2. Process: Knowledge and skill sequencing -- 3.3. Interaction: Educational environment -- 3.4. Assessment and the curriculum -- Case study Part I: Translation and interpretation competence -- 1. Introduction -- 2. Method -- 2.1. Quantitative description of curriculum in the GSTI -- 2.2. Subjects -- 2.3. Materials - Professional Examinations in the GSTI -- 2.4. Procedures - data collection -- 2.5. Analysis -- 3. Results -- 4. Discussion -- Case study Part II: Survey of exam jury members -- 1. Introduction -- 2. Method -- 2.1. Subjects -- 2.2. Materials - survey content -- 2.3. Procedures -- 2.4. Analysis -- 3. Results -- 4. Discussion -- Case study Part III -- 1. Introduction -- 1.1. Analytical tools -- 1.2. Exam texts and the curriculum -- 1.3. Exam texts as documents -- 2. Method -- 2.1. The corpus -- 2.2. Procedures -- 2.3. Analysis -- 3. Results -- 3.1. Exam texts for consecutive interpretation -- 3.2. Exam texts for simultaneous interpretation -- 4. Discussion -- 4.1. Length -- 4.2. Propositional content -- 4.3. Illocutionary force -- 4.4. Conclusions -- Implications of the case study -- 1. Part I: Translation and interpretation in the GSTI curriculum -- 2. Part II: Standardization, authenticity, and professional judgement -- 3. Part III: Exam materials and test method facets -- 4. Addressing the research questions -- Curriculum enhancement: An integrated Y-track model -- 1. Aims and goals of the curriculum -- Aims of the Master of Arts in Conference Interpretation -- Goals for Curriculum Component III (CCIII) in interpretation -- Portfolio review by program faculty: -- Goals for CCII in interpretation -- Portfolio review by program faculty: -- Goals for CCI.Portfolio review by program faculty: -- Entry level requirements -- 2. Integrated assessment -- 3. Curriculum as process -- 4. Curriculum as interaction -- 5. Flexibility and streamlining -- Outlook: On the political and ethical consequences of test validation -- Notes -- Chapter 1 -- -24pt -- Chapter 2 -- -24pt -- Chapter 3 -- -24pt -- Chapter 4 -- -24pt -- Chapter 5 -- -24pt -- Chapter 6 -- -24pt -- Chapter 8 -- -24pt -- Appendix A -- Scoring categories -- Appendix B -- Survey on MIIS's Profession Examinations in Interpretation -- Background: -- Procedure: -- Your Background -- MIIS Interpretation Exam Procedures from 1994 to 1999 -- Purpose of the Exams -- Assessment Criteria -- General and Technical Speeches, Simultaneous with Text -- Criteria for Scoring: A and B Languages, Score Categories -- Jury Conduct -- Any Comments? -- Thanks for your participation! -- Appendix C -- References -- Name index -- Subject index -- The series Benjamins Translation Library.The author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches - curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.Case studies of degree examinations provide sample data on pass/fail rates, test criteria, and text selection. A curriculum model is outlined as a practical example of synthesis, flexibility, and streamlining.This volume will appeal to interpretation and translation instructors, program administrators, and language industry professionals seeking a discussion of the theoretical and practical aspects of curriculum and assessment theory. This book also presents a new area of application for curriculum and language testing specialists.Benjamins translation library ;v. 47.TranslatorsTraining ofLinguisticsTranslatorsTraining of.Linguistics.418/.02/0711Sawyer David1801903MiAaPQMiAaPQMiAaPQBOOK9910966416803321Fundamental aspects of interpreter education4347363UNINA