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[null,null,"Autore",null,"Sawyer David"]
[null,null,"Titolo",null,"Fundamental aspects of interpreter education : curriculum and assessment / / David B. Sawyer"]
[null,null,"Pubbl/distr/stampa",null,"Philadelphia, PA, : J. Benjamins, 2004"]
[null,null,"ISBN",null,"9786612254468"]
[{"$nulls":4},"9781423761075"]
[{"$nulls":4},"1423761073"]
[{"$nulls":4},"9789027295682"]
[{"$nulls":4},"9027295689"]
[{"$nulls":4},"9781282254466"]
[{"$nulls":4},"1282254464"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"xviii, 312 p"]
[null,null,"Collana",null,"Benjamins translation library, , 0929-7316 ; ; v. 47"]
[null,null,"Disciplina",null,"418/.02/0711"]
[null,null,"Soggetti",null,"Translators - Training of"]
[{"$nulls":4},"Linguistics"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Fundamental Aspects of Interpreter Education -- Editorial page -- Title page -- LCC page -- Table of contents -- Figures and tables -- Preface and acknowledgements -- Introduction -- 1. Challenges facing interpreter education -- 2. The integrative role of assessment -- 3. The objectives of this book -- 4. Methodological considerations -- 5. Overview of contents -- Interpreter education literature -- 1. Curriculum -- 2. Expertise -- 3. Assessment -- 4. Language transfer competence -- 5. Conclusions -- Fundamental aspects of curriculum -- 1. Definitions -- 1.1. The official curriculum -- 1.2. The hidden curriculum -- 2. Foundations -- 2.1. Philosophy -- 2.2. History -- 2.3. Psychology -- 2.4. Sociology -- 3. Guidelines -- 3.1. Educational philosophy -- 3.2. The aims of instruction -- 3.3. Program goals -- 3.4. Teaching objectives -- 3.5. Curricular implications -- 4. Approaches -- 4.1. Scientific - curriculum as process -- 4.2. Humanistic - curriculum as interaction -- 5. Models -- 5.1. Curriculum models according to Arjona -- 5.2. Curriculum components -- 6. Steps toward effective curriculum design -- 7. Conclusions -- Foundations of interpreter  performance assessment -- 1. Concepts -- 1.1. Validity -- 1.2. Reliability -- 1.3. Subjective and objective testing -- 1.4. "]
[{"$nulls":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."]
[{"$nulls":4},"Introduction to the case study -- 1. Research questions -- 2. General comments on method and scope -- 3. Content analysis of GSTI curriculum documents -- 3.1. Aims, goals, objectives -- 3.2. Process: Knowledge and skill sequencing -- 3.3. Interaction: Educational environment -- 3.4. Assessment and the curriculum -- Case study Part I: Translation and interpretation competence -- 1. Introduction -- 2. Method -- 2.1. Quantitative description of curriculum in the GSTI -- 2.2. Subjects -- 2.3. Materials - Professional Examinations in the GSTI -- 2.4. Procedures - data collection -- 2.5. Analysis -- 3. Results -- 4. Discussion -- Case study Part II: Survey of exam jury members -- 1. Introduction -- 2. Method -- 2.1. Subjects -- 2.2. Materials - survey content -- 2.3. Procedures -- 2.4. Analysis -- 3. Results -- 4. Discussion -- Case study Part III -- 1. Introduction -- 1.1. Analytical tools -- 1.2. Exam texts and the curriculum -- 1.3. Exam texts as documents -- 2. Method -- 2.1. The corpus -- 2.2. Procedures -- 2.3. Analysis -- 3. Results -- 3.1. Exam texts for consecutive interpretation -- 3.2. Exam texts for simultaneous interpretation -- 4. Discussion -- 4.1. Length -- 4.2. Propositional content -- 4.3. Illocutionary force -- 4.4. Conclusions -- Implications of the case study -- 1. Part I: Translation and interpretation in the GSTI curriculum -- 2. Part II: Standardization, authenticity, and professional judgement -- 3. Part III: Exam materials and test method facets -- 4. Addressing the research questions -- Curriculum enhancement: An integrated Y-track model -- 1. Aims and goals of the curriculum -- Aims of the Master of Arts in Conference Interpretation -- Goals for Curriculum Component III (CCIII) in interpretation -- Portfolio review by program faculty: -- Goals for CCII in interpretation -- Portfolio review by program faculty: -- Goals for CCI."]
[{"$nulls":4},"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."]
[null,null,null,"Sommario/riassunto","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 "]
[{"$nulls":4},"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."]