LEADER 01053nam0 22002531i 450 001 UON00314667 005 20231205104112.28 100 $a20080729d1970 |0itac50 ba 101 $arus 102 $aSU 105 $a|||| 1|||| 200 1 $aSovetskaja sudebnaja statistika$eUcebnik dlja juridiceskih vuzov$eCast' obscaja i special'naja$fSergej Sergeevic Ostroumov 210 $aMoskva$cIzdatel'stvo moskovskogo universiteta$d1970 215 $a319 p.$d22 cm. 606 $aUNIONE SOVIETICA$xStatistica giudiziaria$3UONC069228$2FI 620 $aRU$dMoskva$3UONL003152 700 1$aOSTROUMOV$bSergej Sergeevic$3UONV179754$0697712 712 $aMoskovskij Universitet$3UONV248781$4650 801 $aIT$bSOL$c20241213$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00314667 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI FONDO NAP NAPOLITANO 0546 $eSI SG 1617 5 0546 996 $aSovetskaja sudebnaja statistika$91375698 997 $aUNIOR LEADER 07591nam 2200661Ia 450 001 9910966416803321 005 20200520144314.0 010 $a9786612254468 010 $a9781423761075 010 $a1423761073 010 $a9789027295682 010 $a9027295689 010 $a9781282254466 010 $a1282254464 024 7 $a10.1075/btl.47 035 $a(CKB)1000000000003169 035 $a(MiAaPQ)EBC622597 035 $a(Au-PeEL)EBL622597 035 $a(CaPaEBR)ebr10056603 035 $a(CaONFJC)MIL225446 035 $a(OCoLC)732804629 035 $a(DE-B1597)720608 035 $a(DE-B1597)9789027295682 035 $a(EXLCZ)991000000000003169 100 $a20031014d2004 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFundamental aspects of interpreter education $ecurriculum and assessment /$fDavid B. Sawyer 205 $a1st ed. 210 $aPhiladelphia, PA $cJ. Benjamins$d2004 215 $axviii, 312 p 225 1 $aBenjamins translation library,$x0929-7316 ;$vv. 47 311 08$a9789027216533 311 08$a9027216533 311 08$a9781588114600 311 08$a1588114600 320 $aIncludes bibliographical references and index. 327 $aFundamental 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. 327 $aIntroduction 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. 327 $aPortfolio 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. 330 $aThe author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches - curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.Case studies of degree examinations provide sample data on pass/fail rates, test criteria, and text selection. A curriculum model is outlined as a practical example of synthesis, flexibility, and streamlining.This volume will appeal to interpretation and translation instructors, program administrators, and language industry professionals seeking a discussion of the theoretical and practical aspects of curriculum and assessment theory. This book also presents a new area of application for curriculum and language testing specialists. 410 0$aBenjamins translation library ;$vv. 47. 606 $aTranslators$xTraining of 606 $aLinguistics 615 0$aTranslators$xTraining of. 615 0$aLinguistics. 676 $a418/.02/0711 700 $aSawyer$b David$01801903 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966416803321 996 $aFundamental aspects of interpreter education$94347363 997 $aUNINA